The EXPERIENCES OF AUTISTIC CHILDREN, THEIR FAMILIES, AND SCHOOL SPACES IN THE CITY OF MONTES CLAROS, MG

Abstract

Abstract: This article is an excerpt from a doctoral research and aims to investigate and analyze the experiences of autistic children in relation to family dynamics and school environments in the municipality of Montes Claros/MG. It is justified mainly by the urgency to understand how these children have constructed their subjectivities through family relationships and school spaces. The methodology used is qualitative and descriptive, and the research universe consists of four autistic children, four municipal schools, and their families. The data were constructed from the transcription of field diaries, observations made with the children in school settings, and narratives from their mothers and guardians. After analyzing the phenomena according to Ginzburg's evidential paradigm, three sources of interpretation emerged: family relationships and child development; the school environment and inclusion; and the process of subjectivity and affectivity. The results indicated that these children are increasingly occupying spaces in society and are recognized in their rights and demands, despite the historical paths and missteps that have shaped them. The challenges remain significant, as educational public policies for inclusion and the biomedical discourse still strain the relationships between unmet demands and the old ideals of normalizing children's bodies.

Keywords: Autistic children and families; School environments; Experiences and subjectivities.