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Educação E História Oral Com Autistas - Do Silêncio Dos Inocentes Ao Brado Retumbante

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Educação E História Oral Com Autistas - Do Silêncio Dos Inocentes Ao Brado Retumbante CENTRO UNIVERSITÁRIO SALESIANO DE SÃO PAULO UNISAL – CAMPUS MARIA AUXILIADORA Priscilla Siomara Gonçalves EDUCAÇÃO E HISTÓRIA ORAL COM AUTISTAS - DO SILÊNCIO DOS INOCENTES AO BRADO RETUMBANTE Americana 2020 Priscilla Siomara Gonçalves EDUCAÇÃO E HISTÓRIA ORAL COM AUTISTAS - DO SILÊNCIO DOS INOCENTES AO BRADO RETUMBANTE Dissertação apresentada como parte dos requisitos para a obtenção do título de Mestre em Educação à comissão julgadora do Centro Universitário Salesiano de São Paulo, sob orientação da Profa. Dra. Lívia Morais Garcia Lima. Americana 2020 Autorizo a reprodução e divulgação total ou parcial deste trabalho, por qualquer meio convencional ou eletrônico, para fins de estudo e pesquisa, desde que citada a fonte. PRISCILLA SIOMARA GONÇALVES EDUCAÇÃO E HISTÓRIA ORAL COM AUTISTAS - DO SILÊNCIO DOS INOCENTES AO BRADO RETUMBANTE Dissertação apresentada ao Programa de Pós- Graduação Stricto Sensu do Centro Universitário Salesiano de São Paulo como parte dos requisitos para a obtenção do título de Mestre em Educação – área de concentração: Educação Sociocomunitária. Linha de Pesquisa: A intervenção educativa sociocomunitária: linguagem, intersubjetividade e práxis. Orientadora: Profa. Dra. Lívia Morais Garcia Lima. A sessão pública de Defesa de Dissertação foi realizada utilizando-se da ferramenta virtual denominada Skype, defendida e aprovada em 17 de junho de 2020, pela comissão julgadora ____________________________________________________ Profa. Dra. Maria Fernanda Bagarollo – Membro Externo Universidade Estadual de Campinas - UNICAMP ____________________________________________________ Profa. Dra. Renata Sieiro Fernandes – Membro Interno Centro Universitário Salesiano de São Paulo – UNISAL ____________________________________________________ Profa. Dra. Lívia Morais Garcia Lima - Orientadora Centro Universitário Salesiano de São Paulo - UNISAL AGRADECIMENTOS Antes e acima de tudo e todos, agradeço a Deus, de forma fundamental pela honra de ser mãe; A meus pais, Alcides e Asta, que me deram essa oportunidade ímpar de ter minha existência nesse plano! Meu esposo Newton, companheiro exemplar, força silenciosa de minha vida; Novamente, para minha mãe, que é meu esteio e meu maior exemplo de vida. Quero também agradecer à minha enorme família animal, os treze que acompanham minha família humana nessa jornada: obrigada pelos carinhos e brincadeiras, vocês sempre escolheram a melhor hora para mostrarem seu amor. Amigos, pelo apoio e compreensão das grandes ausências, mesmo quando presente em corpo. Aos professores e funcionários do UNISAL, e demais colegas do programa de Pós- Graduação, companheiros de jornada e que contribuíram para minha formação pessoal e profissional nesse período. Como já disse em outra ocasião, vocês não imaginam como o seu bom dia foi importante para a minha vida. À minha querida orientadora, Profa. Dra. Lívia Morais Garcia Lima, que sempre com gentileza e dedicação me auxiliou nesse processo acidentado, mas tão profundamente gratificante. Também às professoras Dra. Renata Sieiro Fernandes e Dra. Maria Fernanda Bagarollo, pelas preciosas considerações para o aperfeiçoamento deste trabalho e pelo aceite em compor a banca. Aos professores Dra. Renata Barrichello Cunha, Dr. Renato Kraide Soffner, Dra. Valéria Vasconcelos, agradeço profundamente as aulas que foram de um enriquecimento ímpar para essa pesquisa. À Vaníria Felippe Tozato, nosso anjo da guarda no programa de Mestrado, referência constante de profissionalismo e atenção. E, agradeço muito profundamente às maravilhosas pessoas que tive a honra de conhecer e conviver no trabalho de campo, com as quais aprendi imensamente, e espero que todos os que lerem essa pesquisa também reconheçam a força deles. A todos, que de modo direto ou indireto, contribuíram para a realização desta pesquisa. A Leonardo Francisco Scalisse, agradeço, a cada segundo da minha vida, pela honra de ser sua mãe. DEDICATÓRIA Dedico o presente trabalho a todos os autistas, tenham eles que “etiqueta” tiverem e àqueles que os amam. Eu sou diferente, não menos. Temple Grandin, Bacharel em Psicologia, Mestra e Doutora em Zootecnia, Autista O conhecimento é poder. Utilize parte do seu tempo para educar alguém sobre o autismo. Não necessitamos de defensores; necessitamos de educadores. Asperger Women Association Não ser aceito como se é dentro da própria família é uma espécie de morte. E só pra fechar a ‘postaria’ de hoje: não precisamos de caridade. Precisamos de direitos e acessibilidade. É por isso que lutamos. Rita Louzeiro, pedagoga, autista. RESUMO Esta pesquisa parte da problemática relativa à falta (incipiente?) de escuta social da voz dos autistas no Brasil, conferindo-lhes permanente situação de heteronomia, e objetiva apresentar e analisar a situação do protagonismo social e político do movimento neurodivergente autista a partir de depoimentos de alguns de seus expoentes. O referencial teórico utilizado é da metodologia de História Oral a partir de Bosi (1993,1994,2003), Lang (1996,2000) e Thompson (1992), com inserções da Sociologia da Educação com Omote (1990,1997), Laraia (2006) e Goffman (2004), e da Educação Sociocomunitária com Groppo (2012,2013), Fernandes e Lima (2016) e Bissoto e Miranda (2012). Metodologicamente a pesquisa é de abordagem qualitativa do tipo História Oral, quanto aos objetivos é descritiva e analítica, as técnicas utilizadas são as de depoimentos temáticos, efetuadas através de aplicativos (Whatsapp e email) com seis autistas (quatro mulheres e dois homens) maiores, brasileiros, distribuídos geograficamente pelo território nacional, e através da análise de suas colocações buscamos responder à problemática inicial. Concluímos que o movimento neurodiverso autista no Brasil traz melhorias à qualidade de vida deste grupo como um todo, criando um clima de respeito às diferenças inerentes a essa parcela da população, através de suas manifestações sociais e políticas, seja na forma presencial, em palestras para leigos ou seminários acadêmicos, como sua postura junto à esfera política nacional. Palavras-chave: História Oral. Autismo. Educação Sociocomunitária. Sociologia da deficiência. ABSTRACT This research starts from the problem related to the lack (incipient?) of social listening to the voice of autistic people in Brazil, giving to them a permanent situation of heteronomy, and aims to present and analyze the situation of social and political protagonism of the neurodivergent autistic movement based on statements of some of its exponents. The theoretical framework is based on Oral History methodology based on Bosi (1993,1994,2003), Lang (1996,2000) e Thompson (1992, wih insertions of Sociology of Education with Omote (1990,1997), Laraia (2006) and Goffman (2004), and Socio-Community Education with Groppo (2012,2013) Fernandes e Lima (2016) e Bissoto e Miranda (2012). Methodologically the research has a qualitative approach of the participant type, as for the objectives it is descriptive and analytical, the techniques used are those of thematic testimonies, carried out through applications (Whatsapp and email) with six older autists (four women and two men), Brazilians , geographically distributed throughout the national territory, and through the analysis of their positions we seek to answer the initial problem. We conclude that the autistic neurodiverse movement in Brazil improves the quality of life of this group as a whole, creating a climate of respect for the differences inherent to this part of the population, through its social and political manifestations, either in person, in lectures for laypeople or academic seminars, as their stance towards the national political sphere. Keywords: Oral History. Autism. Sociocommunity Education. Sociology of disability. LISTA DE ILUSTRAÇÕES Figura 1- Resultado de SciELO Analitics para a Revista Especial de Educação com a palavra autismo. .................................................................................................................................... 35 Figura 2 - Charge sobre capacitismo ...................................................................................... 101 Figura 3 - Grunya Iefimovna Sukharewa ................................................................................. 61 Figura 4 - - Prédio da Clínica Infantil de Viena, em visão atual (2019) ................................. 63 Figura 5 - - Enfermaria de pedagogia terapêutica da Clínica Infantil de Viena, década de 1920 .................................................................................................................................................. 63 Figura 6 - - Tafelrunde da Clínica Infantil de Viena (1933: não relatados quanto à posição, mas na foto estão a irmã Viktorine Zak, nomeada enfermeira-chefe por Lazar, Josef Feldner, George Frankl, Anni Weiss, Hans Asperger e outra não identificada. ..................................... 64 Figura 7 - Equipe da Clínica Infantil de Viena (1933 – o único identificado é Hans Asperger, o último sentado à direita. Possivelmente Jekelius seja o segundo sentado da esquerda para a direita, e Anni Weiss seja a mulher atrás de Asperger,com Frankl ao seu lado ....................... 67 Figura 8 - Distrito de Middlesex, Londres. .............................................................................. 83 Figura 9 - Camberwell dentro da Grande Londres. .................................................................. 90 Figura 10– Distribuição dos Psiquiatras da Infância e Adolescência por região do Brasil ...... 24 Figura 11 – População residente por
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