INTERACTIONS OF STUDENTS WITH AUTISTIC SPECTRUM DISORDER AT SCHOOL

The article aims to analyze the social interactions between a child with Autistic Spectrum Disorder (ASD), his/her pairs, teacher, monitor and researcher, that occurred in a Elementary School's classroom of a special school attended by 4 children from 6 to 10 years with Autism, emphasizing the processes of signification that arise in this context. Looking at the education of people identified as having ASD, based on the historical-cultural perspective of human development, implies walking in the opposite direction to most of the productions on this subject, which considers that one of the main characteristics of people with ASD is the difficulty of social interaction and this characteristic is taken as "a given fact" from which one leaves to reflect on the development, without problematizing it. The situations were recorded in field diary and in filming, which allowed a detailed analysis of the interactions established, as well, as the identification of evidence of the processes of signification and subjectivation constructed from these relations. The findings point to the possibilities of an educational performance focused on relations that favor the shared elaboration of sense among an autistic student and other people in their environment.