O espaço educativo não-escolar e suas contribuições no desenvolvimento de crianças com autismo: a experiência do clubinho tudo de bom

Abstract

The present study aims to describe the contributions the out-of-school learning environment has provided to children diagnosed with Autism Spectrum Disorder. In order to achieve this objective, the research was based in authors such as Leo Kanner (1946 apud LAGE, 1984) and Schwartzman (1995) for presenting the main characteristics of autism in children, as well as Vygotky (1989) and Wallon (apud GALVÃO, 1996) regarding child development; in order to characterize the out-of-school learning environment, Libâneo (2005) regarding the education forms and goals and Gohn (2006; 2009) concerning the social role of an out-of-school learning environment. This study is a qualitative research, since the aimed results cannot be quantified Therefore, instruments such as interview and structured questionnaires applied to the research subjects were used for data collection. The results indicate that the locus of the research develops actions and activities that meet the demands of the Autism Spectrum Disorder, with emphasis in relationship questions through affectivity, language and games, and cognitive aspects such as thoughts, behavior and motor skills. Finally, it may be concluded that the environment approached on the research has a great importance to the development of the children who are part of it, and this environment promotes the welfare of the children and their family, as well as it is relevant for society in the constant struggle to demystify autism and then promote inclusion for all.