AUTISMO E INCLUSÃO ESCOLAR: CONTRIBUIÇÕES DA PSICANÁLISE DE ORIENTAÇÃO LACANIANA

Abstract

This article was elaborated from the conclusion of the course entitled: “Autism and inclusive education: what is the psychologist's assignment?” produced as a prerequisite for the completion of graduation in Psychology at the Pontifícia Universidade Católica of Minas Gerais and sought to elucidate the decisive contributions of Lacanian psychoanalysis for the inclusive education of the autistic, starting from the following question: what is the role of the psychologist , guided by the psychoanalytic theory of Lacanian orientation, in the school inclusion of the autistic subject? Based on such questioning, a bibliographic research was developed, with the objective of describing and specifying the concept of autism according to Lacanian psychoanalysis, in view of the school context. As a starting point, three forms of inclusion were taken: the one required by law, the one built by the autistic person and the inclusion that the psychologist provides, based on Lacanian psychoanalysis. Then, he dedicated himself to the study of the impasses experienced by the autistic subject in relation to education and language. Finally, the third chapter was devoted to discussing the role of the psychologist and the interlocutions between Lacanian pedagogy and psychoanalysis. As a result, the hypothesis was confirmed that the contribution provided by the Lacanian-oriented psychologist, in partnership with the school environment, lies in the updating and qualification of education professionals on autism, in order to favor the preparation of schools to receive these children. . In addition, it was possible to verify that the autistic subject, an inventor par excellence, makes use of his autistic objects, his doubles and his island of competence to build a border, so that it is essential that the school welcomes the singular inventions and the outputs constructed by the subject, thus constituting a possible path for the effective inclusion of the autistic person, making the teaching-learning process feasible.