Banca de DEFESA: DELANI MARCELE DA CRUZ PEREIRA DE SOUZA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : DELANI MARCELE DA CRUZ PEREIRA DE SOUZA
DATE: 13/05/2025
TIME: 14:00
LOCAL: Sala de Atos FE1
TITLE:

People Have Names: Autistic Student with Late ASD Diagnosis on High School to University Path

KEY WORDS:

Students on the autism spectrum. School Inclusion. Subjectivity. Late Diagnosis. Subjective Productions

PAGES: 200
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This study aims to understand the subjective productions of a student with a late diagnosis of Autism Spectrum Disorder (ASD), focusing on their educational trajectory from high school to university. The research is situated within the context of Brazilian education, which is marked by tensions between the principles of school inclusion, legal policies and guidelines, and institutional practices that often condition students’ accessibility on the presentation of medical diagnoses. In this regard, school inclusion challenges institutions by bringing into their spaces individuals who were previously excluded, along with their singularities, while also highlighting those who have long been present yet rendered invisible. Among these are students on the autism spectrum, whose presence in educational institutions often contends with the existence or absence of a formal diagnosis. The theoretical framework adopted is the Theory of Subjectivity from a historical-cultural perspective, developed by González Rey. This framework enables a rethinking of autism and the autistic person through the lens of subjectivity, not as limited to intrapsychic elements of an internal world, but as integrative of emotions and symbolic processes, and fundamentally shaped by the interaction between the individual and the social. The study adopts a constructiveinterpretative methodology, guided by the principles of qualitative epistemology, which values singularity and dialogicity in the process of knowledge construction. Participants included autistic students diagnosed either during the transition to higher education or while already enrolled in university. However, due to the interpretative complexity involved, this dissertation focuses on a single case study. Data collection instruments included dialogical dynamics, written and pictorial productions, and a research diary. The case study analysis revealed that the participant attributed subjective meanings to their educational experience from high school to university, often associated with feelings of non-belonging, exclusion, loneliness, suffering, learning difficulties, and low engagement in the school environment—frequently linked to the lack of support, underestimation, and distrust of their abilities. Nonetheless, the development of subjective resources such as self-reflection, self-regulation, and the construction of an autonomous voice was also observed. The study concludes that school inclusion requires more than structural or technical-pedagogical adaptations; it demands cultural change within institutions and accessibility grounded in principles of equity and conviviality. It calls for the recognition of subjectivities and singularities, an expanded understanding of learning that goes beyond cognitive and intellectual aspects, and a break from homogenizing and universalizing practices. This research contributes to a broader understanding of autism as a complex human phenomenon and advocates for more dialogical, affective, and inclusive educational practices

COMMITTEE MEMBERS:
Externa à Instituição - ANA VALERIA MARQUES FORTES LUSTOSA - UFPI
Externo ao Programa - 1320186 - JOSE FERNANDO PATINO TORRES - nullInterna - 2673303 - SINARA POLLOM ZARDO
Presidente - 2212002 - VIVIANE NEVES LEGNANI