Narrativas infantis & inclusão escolar: o que dizem as crianças na interação com o outro

Abstract

This study was inspired by the experience lived by the author of this research, as a scholarship holder in interactive practice between children in the early years and the special education public. In this context, the study's central objective is to investigate the narratives of colleagues, from a 3rd year elementary school class, in interaction with others in a municipal school in Santa Maria - RS. To support the study in the Literature Review, references were made to: Childhood, Education and School Inclusion; Vygotsky's sociointeractionist approach and the definition and classification of Autism Spectrum Disorder (ASD) and Intellectual Disability (ID). The methodology used follows the qualitative approach of a descriptive nature, being classified based on the technical procedures of a Field Study. To carry out the records that constituted the data for the investigation of this Course Completion Work – TCC, the research instrument used was Direct Observation, using the Field Diary and the Semi-structured Interview. As subjects of the study, three colleagues (called S1, S2 and S3) of the included children took part, two of them (A1 and A2) with Autism Spectrum Disorder - ASD, and one (A3), with Intellectual Disability - DI. The data reveal that it is necessary to explain that some children, such as A1, A2 and A3 - who were part of the study object in this investigation and S1, S2 and S3 who were part of it as subjects - may have difficulties interacting with others, but this It doesn't mean that they don't have the will or that they don't have the capacity, on the contrary, we need to encourage these actions to happen.