A família e a educação sexual de filhos(as) com Transtorno do Espectro Autista (TEA)
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Data
2021-02-03
Autores
Nascimento, Thais Rodrigues de Carvalho [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Que fenômeno é este o Transtorno do Espectro Autista (TEA)? Como a família vivencia a Educação Sexual de filhos(as) com TEA? Nosso objetivo é compreender como a Educação Sexual de crianças/adolescentes identificados com TEA ocorre na relação intrafamiliar. Trata-se de um estudo ancorado na metodologia fenomenológica e analisado na perspectiva de Mauro Martins Amatuzzi. Esta dissertação apresenta a análise compreensiva de nove colaboradores (7 mães e 2 pais) que compartilharam suas experiências por intermédio da entrevista fenomenológica, a partir da questão norteadora: Relate como você orienta seu(sua) filho(a) em relação a sexualidade. Fale do seu jeito de se comunicar com seu(sua) filho(a) desde a infância até esse momento da pré-adolescência sobre os aspectos da sexualidade dele(a)? Esse convite permitiu que os(as) colaboradores(as) relatassem suas histórias de vida, sem limite de tempo pré-estabelecido. No desenrolar das análises das falas surgiram as seguintes categorias: (1). Nos horizontes das relações intrafamiliares: o período da gravidez, do nascimento e o lugar do pai; (2). Nos horizontes das relações intrafamiliares na infância; (3). Nos horizontes das relações intrafamiliares: matizes do diagnóstico; (4). Autismo no contexto familiar após o diagnóstico: hábitos de vida; (5). Nos horizontes da Educação Sexual na relação intrafamiliar (Subcategoria 1 – Nos laços da puberdade; Subcategoria 2 – Nos laços da adolescência). As análises realizadas permitiram compreender a história da família e as nuances do diagnóstico bem como perceber que a família reconhece as transformações físicas/psíquicas próprias do período da puberdade. Dos nove colaboradores, sete mães relataram como orientam as manifestações afetivas/sexuais percebidas no(a) filho(a), conseguindo estabelecer uma relação dialógica no matiz da criatividade e da autenticidade assumindo que o corpo dos seus(suas) filhos(as) com TEA é habitado por desejos e necessidades próprias. Nesse aspecto, notamos que a família orienta a sexualidade do espectro autista de acordo as limitações individuais reveladas por cada filho(a). Dois pais argumentaram não ter notado nenhuma expressão da puberdade e da adolescência em seus filhos e se dispuseram a buscar orientação para conseguirem exercer uma Educação Sexual quando esse momento se desvelar. Aponta-se horizontes de compreensão do fenômeno indagado, entendendo que a Educação Sexual é responsabilidade da família, palco inicial das nossas relações e, portanto, é preciso criar espaços de diálogo entre os pais mediante rodas de conversa, grupos de estudo, palestras, cursos, capacitação, dentre outras formas. Quanto à literatura, notamos a escassez de estudos publicados acerca desse fenômeno; logo, é válido buscar multiplicar as pesquisas e fomentar discussões no intuito de facilitar a orientação dos pais e dar voz ao espectro autista considerando-o como ser de desejo, de escolhas e de manifestações afetivas/sexuais. Informamos ao(à) leitor(a) que este estudo produziu uma cartilha denominada: “A Educação Sexual no Transtorno do Espectro Autista (TEA) nos laços da família”, que poderá ser adquirida pelas vias de contato e diretrizes descritas ao final dessa dissertação (Apêndice C).
What phenomenon is the Autism Spectrum Disorder? How does the family experience the Sexual Education of children with ASD? Our goal is to understand how the Sexual Education of children/adolescents identified with ASD occurs in the intrafamily relationship. The present study is supported by the phenomenological methodology and analyzed from the perspective of Mauro Martins Amatuzzi. This dissertation presents a comprehensive analysis of nine collaborators (7 mothers and 2 fathers) who shared their experiences through the phenomenological interview, based on the trigger statement: “Report how you guide your child in relation to sexuality. Talk about your way of communicating with your child from childhood to the moment of pre-adolescence about aspects of his/her sexuality”. This invitation allowed the collaborators to report their life stories, with no pre-established time limit. The following categories emerged from the analysis of their reports: (1). In the horizons of intra-family relationships: the period of pregnancy, birth and the father’s place; (2). In the horizons of intra-family relationships in childhood; (3). In the horizons of intra-family relationships: shades of diagnosis; (4). Autism in the family context after the diagnosis: lifestyle habits; (5). In the horizons of Sexual Education in the intra-family relationship (Subcategory 1 - In the bonds of puberty; Subcategory 2 - In the bonds of adolescence). The analyzes made it possible to understand the family history and the nuances of the diagnosis, as well as to realize that the family recognizes the physical/psychic transformations typical of the puberty period. Seven mothers out of the nine collaborators, reported how they guide the affective/sexual manifestations perceived in their child, managing to establish a dialogical relationship in terms of creativity and authenticity, assuming that the body of their children with ASD is inhabited by its own wants and needs. In this regard, we note that the family guides the sexuality of the autistic spectrum according to the individual limitations revealed by each child. Two parents argued that they did not notice any expression of puberty and adolescence in their children and were willing to seek guidance to be able to exercise a Sexual Education when this moment unfolds. Horizons of understanding the phenomenon under investigation are pointed out, bearing in mind that Sexual Education is the responsibility of the family, the initial stage of our relationships and, therefore, it is necessary to create spaces for dialogue between parents through conversation circles, study groups, lectures, courses, training, among other forms. As for the literature, we note the scarcity of publications on this phenomenon; therefore, it is valid to seek to multiply research and encourage discussions to facilitate the guidance of parents and give a voice to the autistic spectrum, considering him/her as being of desire, choices and affective/sexual manifestations.
What phenomenon is the Autism Spectrum Disorder? How does the family experience the Sexual Education of children with ASD? Our goal is to understand how the Sexual Education of children/adolescents identified with ASD occurs in the intrafamily relationship. The present study is supported by the phenomenological methodology and analyzed from the perspective of Mauro Martins Amatuzzi. This dissertation presents a comprehensive analysis of nine collaborators (7 mothers and 2 fathers) who shared their experiences through the phenomenological interview, based on the trigger statement: “Report how you guide your child in relation to sexuality. Talk about your way of communicating with your child from childhood to the moment of pre-adolescence about aspects of his/her sexuality”. This invitation allowed the collaborators to report their life stories, with no pre-established time limit. The following categories emerged from the analysis of their reports: (1). In the horizons of intra-family relationships: the period of pregnancy, birth and the father’s place; (2). In the horizons of intra-family relationships in childhood; (3). In the horizons of intra-family relationships: shades of diagnosis; (4). Autism in the family context after the diagnosis: lifestyle habits; (5). In the horizons of Sexual Education in the intra-family relationship (Subcategory 1 - In the bonds of puberty; Subcategory 2 - In the bonds of adolescence). The analyzes made it possible to understand the family history and the nuances of the diagnosis, as well as to realize that the family recognizes the physical/psychic transformations typical of the puberty period. Seven mothers out of the nine collaborators, reported how they guide the affective/sexual manifestations perceived in their child, managing to establish a dialogical relationship in terms of creativity and authenticity, assuming that the body of their children with ASD is inhabited by its own wants and needs. In this regard, we note that the family guides the sexuality of the autistic spectrum according to the individual limitations revealed by each child. Two parents argued that they did not notice any expression of puberty and adolescence in their children and were willing to seek guidance to be able to exercise a Sexual Education when this moment unfolds. Horizons of understanding the phenomenon under investigation are pointed out, bearing in mind that Sexual Education is the responsibility of the family, the initial stage of our relationships and, therefore, it is necessary to create spaces for dialogue between parents through conversation circles, study groups, lectures, courses, training, among other forms. As for the literature, we note the scarcity of publications on this phenomenon; therefore, it is valid to seek to multiply research and encourage discussions to facilitate the guidance of parents and give a voice to the autistic spectrum, considering him/her as being of desire, choices and affective/sexual manifestations.
Descrição
Palavras-chave
Autismo, TEA, Família, Educação sexual, Fenomenologia, Autism, ASD, Family, Sexual education, Phenomenology