Resumo

SILVA, Gilmara de Araújo  e  SILVA, Stéfane Machado. Gestaltpedagogy as an inclusion strategy for young children in regular schools. Rev. NUFEN [online]. 2018, vol.10, n.1, pp. 217-234. ISSN 2175-2591.  http://dx.doi.org/10.26823/RevistadoNUFEN.vol10(1).n04ensaio34.

This article intends to understand the environment-individual relationship with a focus on the autistic subject and on inclusion in school contexts. For this, we conducted a review of the literature on Autism Spectrum Disorder (ASD). The characterization of autism that guides this work is the perspective of gestalt-therapy, which makes it possible to think of it as a relational phenomenon, and it is necessary to investigate not only the individual, but his environment and the relationships between them. Autism is not approached as an illness, but rather a way of adjusting to social demands. Based on this thinking, the relational perspective is essential to address the inclusion of children with special educational needs at school. It is proposed an articulation and application of Gestaltpedagogia in educational contexts, considering that man is a social being, singular, active, total and capable of developing, modifying himself and his environment and learning as a process that occurs in the relationship subject-education.

Palavras-chave : Autism; Inclusive Education; Gestaltpedagogy.

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