Desenvolvimento cognitivo e afetivo da criança autista: um estudo psicogenético
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Data
2018-09-27
Autores
Caldeira, Danielle Grillo Alves
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa tem como principal objetivo realizar um estudo sobre o processo de adaptação, autorregulação, organização e funcionamento das estruturas cognitivas e da afetividade de crianças autistas. Mais especificamente, pretende-se: a) evidenciar as contribuições do método psicogenético na reorganização e reequilibração das estruturas cognitivas e da afetividade de crianças autistas; b) realizar, com base no método psicogenético, uma intervenção com crianças autistas de 2 a 7 anos de idade. Tomando-se por base o referencial da epistemologia genética de Jean Piaget, trabalhou-se com a hipótese de que uma intervenção dirigida ao manejo da afetividade, com interações afetivas, pode ajudar na reorganização do desenvolvimento e na adaptação das crianças autistas. Para atingir nossos objetivos o estudo foi realizado com 30 pessoas, dentre elas, 10 crianças autistas, de ambos os sexos, de 2 a 7 anos de idade e os respectivos pais e ou responsáveis, de uma cidade do interior paulista. Também participaram da pesquisa os pais ou responsáveis pelas crianças. No processo de intervenção, que teve como base o método clínico crítico piagetiano, foram realizadas entrevistas semi-dirigidas com os pais ou responsáveis pelas crianças e promoveu-se, também, a interação com as crianças orientada por um protocolo de investigação e análise do pensamento e condutas cognitivas da criança autista, bem como pelo protocolo de intervenção com interações afetivas para autorregulação de condutas cognitivas. Os resultados corroboraram a hipótese de trabalho e as crianças, após a intervenção, apresentaram condutas que indicaram melhorias adaptativas e reorganizações nas estruturas cognitivas e na afetividade; com construções de significados, significantes, valores, afetos e esquemas cognitivos mais complexos que promoveram a autorregulação do desenvolvimento, das emoções, do envolvimento cognitivo e afetivo nas diversas situações de interações e aprendizagens cotidianas de modo peculiar.
This research has as main objective to carry out a study on the process of adaptation, self - regulation, organization and functioning of the cognitive structures and the affectivity of autistic children. More specifically, we intend to: a) evidence the contributions of the psychogenetic method in the reorganization and rebalancing of the cognitive structures and affectivity of autistic children; b) perform, based on the psychogenetic method, an intervention with autistic children aged 2 to 7 years. Based on the reference of Jean Piaget's genetic epistemology, we worked with the hypothesis that an intervention directed to the management of affectivity, with affective interactions, can help in reorganizing the development and adaptation of autistic children. To achieve our objectives, the study was conducted with 30 people, including 10 autistic children of both sexes, from 2 to 7 years of age and their parents or guardians, from a city in the interior of São Paulo. The parents or guardians of the children also participated in the research. In the intervention process, which was based on the Piagetian critical clinical method, semi-directed interviews were conducted with the parents or guardians of the children and interaction with the children was also promoted by a protocol of investigation and analysis of the thought and cognitive behaviors of the autistic child, as well as by the intervention protocol with affective interactions for selfregulation of cognitive behaviors. The results corroborated the hypothesis of work and the children, after the intervention, presented behaviors that indicated adaptive improvements and reorganizations in the cognitive structures and affectivity; with constructs of meanings, signifiers, values, affections and more complex cognitive schemes that promoted the selfregulation of development, of the emotions, of the cognitive and affective involvement in the different situations of interactions and everyday learning in a peculiar way.
This research has as main objective to carry out a study on the process of adaptation, self - regulation, organization and functioning of the cognitive structures and the affectivity of autistic children. More specifically, we intend to: a) evidence the contributions of the psychogenetic method in the reorganization and rebalancing of the cognitive structures and affectivity of autistic children; b) perform, based on the psychogenetic method, an intervention with autistic children aged 2 to 7 years. Based on the reference of Jean Piaget's genetic epistemology, we worked with the hypothesis that an intervention directed to the management of affectivity, with affective interactions, can help in reorganizing the development and adaptation of autistic children. To achieve our objectives, the study was conducted with 30 people, including 10 autistic children of both sexes, from 2 to 7 years of age and their parents or guardians, from a city in the interior of São Paulo. The parents or guardians of the children also participated in the research. In the intervention process, which was based on the Piagetian critical clinical method, semi-directed interviews were conducted with the parents or guardians of the children and interaction with the children was also promoted by a protocol of investigation and analysis of the thought and cognitive behaviors of the autistic child, as well as by the intervention protocol with affective interactions for selfregulation of cognitive behaviors. The results corroborated the hypothesis of work and the children, after the intervention, presented behaviors that indicated adaptive improvements and reorganizations in the cognitive structures and affectivity; with constructs of meanings, signifiers, values, affections and more complex cognitive schemes that promoted the selfregulation of development, of the emotions, of the cognitive and affective involvement in the different situations of interactions and everyday learning in a peculiar way.
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Palavras-chave
Autismo infantil., Método clínico piagetiano., Desenvolvimento cognitivo., Desenvolvimento afetivo., Autorregulação.