Resumo

FRANCES, Lyanny Araujo  e  MESQUITA, Amélia Maria Araújo. EXPERIENCES IN A SCHOOL’S SPACE-TIME FROM THE PERSPECTIVE OF A CHILD WITH AUTISM SPECTRUM DISORDER. Rev. Bras. Educ. [online]. 2021, vol.26, e260026.  Epub 01-Abr-2021. ISSN 1809-449X.  https://doi.org/10.1590/s1413-24782021260026.

This paper aims at discussing the school from the child’s point of view by means of this child’s experiences in the school’s spaces-times. The empirical field was constituted using methodological instruments of ethnography, based on the Sociology of Childhood, having as a subject a child with Autism Spectrum Disorder (ASD). Content analysis that originated research categories was used. Children with ASD irritate meaning as they live such experiences, looking for dissimilar conducts to relate to their peers and adults, as well as to deconstruct pre-established rules in the school’s time-spaces. Thus, there is an urgency of auscultation of the child by means of their multiple forms of expression, in order to contribute to the effectiveness of educational practices based on knowledge that respects them in their generational traits, breaking with the linear ways of thinking the organizational structure of the school’s spaces-times.

Palavras-chave : childhood; experience(s); school inclusion.

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