<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1984-686X</journal-id>
<journal-title><![CDATA[Revista Educação Especial (Online)]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Educ. Espec.]]></abbrev-journal-title>
<issn>1984-686X</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-686X2023000100276</article-id>
<article-id pub-id-type="doi">10.5902/1984686x84818</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Abordagem psicoeducacional de crianças com TEA: uma perspectiva cultural-histórica da Subjetividade]]></article-title>
<article-title xml:lang="es"><![CDATA[Abordaje psicoeducativo de niños/as con TEA: una perspectiva histórico-cultural de la Subjetividad]]></article-title>
<article-title xml:lang="en"><![CDATA[Psychoeducational approach of children with ASD: a cultural-historical perspective of Subjectivity]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Torres]]></surname>
<given-names><![CDATA[Jose Fernando Patino]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Brasília  ]]></institution>
<addr-line><![CDATA[Brasília DF]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>36</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-686X2023000100276&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-686X2023000100276&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-686X2023000100276&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este trabalho discute, sob a perspectiva da Epistemologia Qualitativa e da Teoria da Subjetividade de González Rey, algumas considerações em relação à abordagem psicoeducacional com crianças diagnosticadas com TEA. Para alcançar esse objetivo, debate-se criticamente o modo como o diagnóstico é concebido na aproximação da subjetividade, destacando as possibilidades de desenvolvimento subjetivo em crianças com TEA, para além da patologização e exclusão. Em seguida, são apresentados os princípios da Epistemologia Qualitativa, a saber: dialogicidade, singularidade e o caráter construtivo-interpretativo do conhecimento científico. A metodologia utilizada nesse tipo de abordagem é construtivo-interpretativa, caracterizada por uma concepção dinâmica e dialógica do campo e dos instrumentos desenvolvidos com os participantes. Além disso, mostra-se o valor metodológico de conceitos como conjectura, indicador, hipótese e modelo teórico, que fazem parte da lógica configuracional da produção de conhecimento científico/profissional que favorece o desenvolvimento subjetivo das crianças. Como resultado final, mostra-se o valor heurístico da subjetividade como perspectiva teórico-metodológica que dá origem à emoção, à qualidade dos vínculos entre professores, alunos e comunidade escolar e à promoção da criança com TEA como agente e sujeito de sua experiência.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este trabajo discute, desde la perspectiva de la Epistemología Cualitativa y la Teoría de la Subjetividad de González Rey, algunas consideraciones en relación al abordaje psicoeducativo con población infantil diagnosticada con TEA. Para lograr este objetivo, se debate críticamente la forma en que se concibe el diagnóstico dentro de la aproximación de la subjetividad, destacando las posibilidades de desarrollo subjetivo en niños (as) con TEA, más allá de la patologización y la exclusión. Posteriormente, se presentan los principios de la Epistemología Cualitativa, a saber:la dialogicidad, la singularidad y el carácter constructivo-interpretativo del conocimiento científico. La metodología empleada, en este tipo de abordajes, es la constructivo-interpretativa, caracterizada por una concepción dinámica y dialógica del campo y de los instrumentos desarrollados con los participantes. Se muestra, adicionalmente, el valor metodológico que tienen conceptos tales como conjetura, indicador, hipótesis y modelo teórico, los cuales forman parte de la lógica configuracional de producción de conocimiento científico/profesional favorecedordel desarrollo subjetivo de los niños/as. Como resultado final, se muestra el valor heurístico de la subjetividad como perspectiva teórica y metodológica que da lugar a la emoción, a la calidad de los vínculos entre docentes, estudiantes y la comunidad escolar y a la promoción de los niños con TEA como agentes y sujetos de su experiencia.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This paper discusses, from the perspective of Qualitative Epistemology and González Rey's Theory of Subjectivity, some considerations in relationto the psycho educational approach with children diagnosed with ASD. To achieve this objective, the way in which diagnosis is conceived with in the approximation of subjectivity is critically debated, highlighting the possibilities of subjective development in children with ASD, beyond pathologization and exclusion. Subsequently, the principles of Qualitative Epistemology are presented, namely: dialogicity, singularity and the constructive-interpretative character of scientific knowledge. The methodology used in this type of approach is constructive-interpretative, characterized by a dynamic and dialogic conception of the field and the instruments developed with the participants. In addition, the methodological value of concepts such as conjecture, indicator, hypothesis and theoretical model is shown, which are part of the configuration allogic of the production of scientific/professional knowledge that favors the subjective development of children. As a final result, the heuristic value of subjectivity as a theoretical and methodological perspective that gives rise to emotion, the quality of the links between teachers, students and the school community and the promotion of children with ASD as agents and subjects of their experience is shown.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Trastorno de espectro autista]]></kwd>
<kwd lng="es"><![CDATA[Subjetividad]]></kwd>
<kwd lng="es"><![CDATA[Desarrollo infantil]]></kwd>
<kwd lng="en"><![CDATA[ASD]]></kwd>
<kwd lng="en"><![CDATA[Subjectivity]]></kwd>
<kwd lng="en"><![CDATA[Child development]]></kwd>
<kwd lng="pt"><![CDATA[TEA]]></kwd>
<kwd lng="pt"><![CDATA[Subjetividade]]></kwd>
<kwd lng="pt"><![CDATA[Desenvolvimento infantil]]></kwd>
</kwd-group>
</article-meta>
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