Afetividade e motivação como ferramentas para a construção da relação professor e aluno com o transtorno do espectro autista

Abstract

The objective of this study is to relate the experiences of learning through a non-compulsory stage with affection and motivation aiming at the development of skills, habits and attitudes of a student who presents Autism Spectrum Disorder. All educational experiences were based on these two pillars, Affection and Motivation, recorded in the log book, together with the theoretical propositions, thus setting the case study. This study is an only research, with many variables analyzed based on several sources of evidence, its results are based on previous theoretical knowledge and bibliographic review dealing with these variables, in this case I used the thinking of Morales (2001) that deal with teacher-student relationship; Wallon (2007) bringing the affectivity in the learning process; Wallon (2007) bringing the affection in the learning process; Cruz (2014) with interventions in the regular education for autistics and Lefrançois (2008) with the theories of learning. This work is based on Historical and Dialectical materialism, which analyzes the phenomenon in all its aspects. As a result of these elements, the establishment of a routine, the activities, the relationship with the colleagues and the integral development of the student were the concrete results obtained, making clear that it is not only the methods used in the classroom that will bring results, but a relationship between student and teacher.