ROMPENDO COM A MASSIFICAÇÃO DAS PRÁTICAS DE ENSINO – UM OLHAR ESPERANÇOSO PARA OS EDUCANDOS COM AUTISMO

Abstract

This paper presents the problem of teaching practice in a school of Brasília, Brazil, with students with autism based on the pedagogy of Paulo Freire (2013a, 2013b, 2014) and González Rey (2005, 2012). The objective is to discuss the teacher’s actions emphasizing the importance of building a pedagogical praxis directed to the participation of students with autism in their learning and development processes in school contexts. These students, as well as people with disabilities, are in the group of people considered unproductive in the organization of the capitalist society. They have been historically placed in the position of those who cannot learn and do not develop in the school context. They are considered, in many occasions, subjects unable to learn and to develop in this context due to the characteristics of autism. They are vulnerable in educational systems for they are experiencing the iatrogenic effects of medicine in their daily learning that has been practicing decon‑textualized and massified teaching methods in school contexts. This causes these students to be on the sidelines of an emancipation in participating in this process. The teacher, immersed in a medicalized society, has contrib‑uted to the vulnerable position of these students through non ‑reflective pedagogical practices and practices that collaborate to oppression to which these students are subjected socially due to a diagnostic label. The discus‑sion is towards the understanding that the teacher is part of this reality that makes the student vulnerable, and he/she needs, when reflecting and acting, to establish a praxis that breaks with oppressive and massified pedagogical practices. The questioning allows us to highlight the real possibility of a dialogic pedagogical praxis that transforms the reality from the teacher’s commitment to a conscious and intentional action contributing to the possi‑bilities of promoting the subject who learns. The student is not defined from capabilities and cognitive systems involved in learning situations, but from their subjective configurations that explain the mobilization and development of own resources in these situations (GONZÁLEZ REY, 2012).