Aprendendo a cartografar com crianças com Transtorno Global do Desenvolvimento (TGD): a relação sujeito espaço dos autistas

Abstract

This paper proposes, from the reading and understanding of the historical process of inclusive education in Brazil, to reflect and propose ways that seek to value the knowledge and knowledge of learners, through collective experiences. The essence of this research is to seek answers to some concerns, for example, how do autistic children experience the cartographic culture? The objective of this work is to follow a group of children of the first segment of elementary school, diagnosed with autism spectrum a Specialized Educational Assistance Center (CAEE) of the City of Juiz de Fora. During the monitoring of the group, cartography workshops were developed jointly between the teacher and the students. This led to the production of a living map with each child in the group in the quest to respond to the restlessness that drives this research. The methodology used in the proposal presented here, unfolded in three moments: the first one, of theoretical substantiation; a second, contact with the children, construction of the workshops and the use of records of the meetings, and a third moment of immersion and analysis of the records: the maps, the diaries and narratives made by the children during the meetings. This work was based from the thought of Vygotsky, that the cultural development of the child occurs, first, on a social scale and then on an individual scale, within the child itself. It is expected that this investigation allows the construction of the experiences and the cartographic knowledge made together between the autistic students and educators.