The autistic spectre in the institutional context

constitutiveaspects of development

Abstract

The present article mentions a case study that subsidized a qualitativeresearch to obtain the academical degree of Master in Psychology. The objectivewas to try understand how the educative institute was constituting thesubjectivity of a pupil. The elected school is a filantropical institution of specialeducation and rehabilitation that attends children with mental disabilities.The pupil is a child diagnosised mental deficient with autistic behaviors.She was followed by a period of learning semester in the clinical andpedagogical spaces of the institution. The researcher acted as observerparticipant and, thus, followed the child at various moments and spaces ofthe institution, approached to get interaction with pupil and, at some moments,talked with relatives and professionals involved. The research evidencedthat the institution is enphatically guided by clinical conceptions and bydiagnosis and general characteristics of the deficiency. It discuss how muchthis conception, predominant in the social subjectivity, raise difficulties for itcan be possible to look to human subject respecting his singularity and processof communication and development that occur in a social and cultural universe.This fact consists an obstruction for the attendance important educationalneeds. The orientation and methodological construction were based onQualitative Epistemology, by González Rey, and the construction-interpretation was explained by the historical-cultural perspective of thehuman development, whose main exponent is L.S.Vygotsky.