O corpo brincante da criança com transtorno do espectro autista na educação infantil: reflexões a partir de uma experiência pedagógica

Abstract

This Undergraduate thesis presents reflections on the playful bodies of children with Autism Spectrum Disorder (ASD) in early childhood education. It stems from an experience initiated during an internship in which the author worked with a child with ASD, here named Alice. The qualitative and bibliographical research sought to answer the research question: How to understand the playful bodies of children with Autism Spectrum Disorder in the context of early childhood education? The general objective of the work is to reflect on the body and play of children with ASD in early childhood education. Specific objectives include: conceptualizing the characteristics of Autism Spectrum Disorder in childhood; understanding the bodily and communicative expressions of these children; reflecting on teacher mediation in light of the singularities of the autistic body; and learning about sensitive pedagogical practices that promote inclusion and integral development. The observations allowed for an understanding of the body as a mediator of experiences and learning, recognizing play as an essential language in the formation of the child. Pedagogical practices based on listening, affection, and respect for individual rhythms promote the inclusion and holistic development of children with ASD, reaffirming the ethical and human commitment of teaching in Early Childhood Education.