A afetividade no contexto educacional: o ensino de estudantes com Transtorno do Espectro Autista dos anos iniciais do ensino fundamental na zona rural de Teresina - PI

Abstract

This research investigates affectivity as a constitutive dimmension of the education process for children with Autism Spectrum Disorder (ASD) in the early years of elementary school. Considering that Autism Spectrum Disorder signicantly impacts communication, social interaction and school participation, this study begins with the question of how affectivity, understoood through the lens of historical-cultural theory, can act as a mediating factor in the development and learning of these children in inclusive contexts. This study is based on the contributions of Lev Vygotsky (1934), who conceived development as a socially mediated process; Henri Wallon (1941), who recognized the inseparability of affectivity and cognition in the constitution of the subject; and Léo Kanner (1943), in his pioneering studies on autism. The research is based on the understanding that learning is a relational phenomenon and that the affective bonds established in the school context can favor the participation, engagement, and integral development of students with ASD. This study hypothesizes that pedagogical practices intentionally mediated by affectivity contribute to expanding the possibilities for development and school inclusion of children with ASD. Therefore, the general objective is to analyze how affectivity is configured as a mediating element in the schooling process of these children, considering the experiences and teaching practices in an inclusive school context. This is a qualitative, exploratory study involving bibliographic research and field investigation conducted in a municipal public school in Teresina/PI. Data collection involved participant observation and semi-structured interviews with teachers. The results confirm the initial hypothesis that affectivity is a constitutive and indispensable element in the schooling process of children with ASD, acting as a mediator in overcoming communication and social interaction barriers. Thus, it is concluded that the affective bond established in the school context not only favors the engagement and integral development of the autistic student, but also qualifies pedagogical practices in the inclusive context. The research thus confirms the importance of affectivity as a central analytical category for strengthening formative processes and school inclusion policies.