“Eu sou estranho”: relatos de jovens autistas a uma professora

Abstract

In recent years, there has been increasing access to research, information, and training on autism or, as defined in the DSM-5 and ICD-11, Autism Spectrum Disorder (ASD). Books, blogs, and social media platforms have proliferated, and various actors have positioned themselves as protagonists—most notably family members and researchers in the fields of health and education. However, what about the voices of autistic individuals themselves? What do they say about their own unique experiences, which are often overlooked by family members and specialists? In this thesis, we seek to foreground these voices, testimonies, and narratives, grounded in the framework of historical-cultural theory as developed by L. S. Vygotsky (1896–1934), A. R. Luria (1902–1977), and A. N. Leontiev (1903–1979). This research was developed through the articulation of these scholars’ theoretical framework with the lived experiences of the interviewees. These studies share a common perspective that emphasizes social, cultural, and historical relations in human development, particularly regarding language. A qualitative methodology supports the analysis of testimonies and narratives from autistic youth, interwoven with the author’s own lived experiences and theoretical perspectives. We believe that prioritizing the voices and agency of autistic individuals can assist professionals who conduct research on the subject or work directly with this population.