A atuação do psicopedagogo junto à criança com Transtorno do Espectro Autista (TEA), sua família e os profissionais da educação e saúde

Abstract

The present undergraduate thesis addresses Autism Spectrum Disorder (ASD) and the role of the psychopedagogue in working with diagnosed children, their families, and education and health professionals. The general objective is to understand and analyze the role of the psychopedagogue as a mediator and facilitator of the learning process, seeking to integrate cognitive, affective, social, and family aspects in the global development of children with ASD. This is a bibliographic study based on authors such as Mello (2004), Brentani et al. (2013), Vygotsky (1998), Piaget (1978), Gioia (2019), Costa and Sampaio (2020), Bossa (2000), Paín (1985), Visca (1987), and Fernández (1991), who contribute to the theoretical and practical understanding of learning and psychopedagogical intervention. The literature review highlights that psychopedagogical practice must consider the specific characteristics of autism, promoting strategies that foster communication, socialization, and the development of cognitive and affective functions. According to Fernández (1991), learning involves a subjective dimension intertwined with desire and emotions, making sensitive listening and an intervention that goes beyond cognitive aspects essential, encompassing the individual as a whole. From this perspective, the psychopedagogue acts as a mediator between the subject and knowledge, facilitating the construction of meaning and the overcoming of barriers that hinder learning. Furthermore, the importance of partnership between family and school is emphasized, in line with the principles defended by Vygotsky (1998), who argues that development occurs through social and cultural interactions. The psychopedagogue therefore plays a guiding and articulating role among different learning contexts, collaborating with teachers, therapists, and family members in the development of integrated practices. It is concluded that psychopedagogical intervention, when grounded in listening, observation, and interdisciplinary dialogue, contributes significantly to inclusion, autonomy, and the integral development of children with ASD, while also strengthening family and institutional bonds