Students with autism spectrum disorder: contributions of historical-cultural theory to educational work

Abstract

This work addresses Autism Spectrum Disorder (ASD), given the challenges faced in teaching activities to serve students with this specificity. To this end, we sought in the Historical-Cultural Theory (THC) a foundation to deepen the theme. The objective is to understand the contributions of the Historical-Cultural Theory in relation to the pedagogical work. Considering the historical perspective of THC, an integrative literature review was developed through a bibliographic search. The analysis of scientific production on the subject included productions published in the last five years as a way of accessing updated knowledge produced in the context the growing concern about working with students with ASD. The databases were the Brazilian Digital Library of Theses and Dissertations (BDTD), the Periodicals Portal and the Capes Theses and Dissertations Bank. The established analysis was of a qualitative nature and approached the conception and characteristics of the mediations for these students based on the THC. Through these searches, it was possible to analyze 22 studies and to understand that, although there are general characteristics of the spectrum, each subject has their particularities, which requires understanding the student based on their socio-historical determinations, beyond the diagnosis. Considering the meaning of the mediations and the specificity of ASD, it is understood that it is up to the teacher to consider the needs of his students (subject), improving the pedagogical work (in your form) with the purpose of ensuring the appropriation of scientific knowledge (content).