DOS DISCURSOS EM “AUTISMO VIDA REAL”: REFLEXÕES DE UM PROFESSOR-PESQUISADOR SOBRE SUBJETIFICAÇÕES DE PESSOAS COM TRANSTORNO DO ESPECTRO AUTISTA (TEA)

Abstract

The inclusion of people with autism spectrum disorder (ASD) in regular education classes is a relatively recent challenge for the school community. We understand that the look that the basic education directs to this public is decisively influenced by the discourses about autism and about the autistic subject. In this respect, the present work has the general objective of investigating the discursiveness about ASD, produced in different contemporary domains, active in the autism dispositif. Using theoretical-methodological precepts proposed by the french philosopher Michel Foucault and by the Foucaultian Discoursive Studies, we will describe and interpret discursive practices about autism using, as materiality, the documentary "Autismo vida real". Within the epistemological framework, the thesis is defended that such practices tend to normalize and discipline the autistic subject in the various social spaces of everyday life. For such an analysis, the following question is asked: how do different domains discourses the autistic subject and what are the consequences of this speech in the teaching practice? Through this concern and adding it to the ontological questions of a researcher who is in the subject position of high school teacher, we intend to arrive at a more relevant possibility of language education for people with ASD. Thus, the specific objectives of the study are: a) discuss the conditions of possibility of the documentary “Autismo vida real”; b) investigate the speech of the autistic subject in different contemporary dispositifs (clinical, legislative and media); c) to analyze, in the documentary discursive order, the speech of the autistic by family members; d) verify, in the documentary, the discourse of autistic people about their own condition and e) carry out an reflection of an autoethnographic nature in order to verify connections between discourses about autism and teaching practice. As results, in analyzes carried out in this research, regularities in discourses produced in different domains were identified, which have the possibility of subjectifying the autistic and influencing the look on this subject in other instances, in particular, in teaching practice.