Art Education and Ableism
Pedagogical Mediation and Inclusion of Students with ASD in Basic Education
DOI:
https://doi.org/10.48075/xhdd4v37Keywords:
Art Education, Ableism; Corponormativity; Physical Education; Inclusion., Pedagogical Mediation, Defectology, Inclusive EducationAbstract
This article analyzes art education as a field of pedagogical mediation in confronting ableism within the context of basic education, from a critical perspective committed to human development. The objective is to understand how intentionally organized pedagogical practices in art education can contribute to challenging normative conceptions of learning that restrict the participation of students with disabilities, especially those with Autism Spectrum Disorder (ASD). The study constitutes a segment of qualitative research developed within the framework of a Professional Master’s Degree in Arts, conducted in two public schools in the municipality of Nova Andradina, in the state of Mato Grosso do Sul, Brazil, involving first-year elementary school classes. The theoretical foundation is based on the assumptions of Historical-Critical Pedagogy (Saviani, 2021) and on the contributions of Vygotsky’s defectology (1997; 2001; 2021), which understand development as a socially mediated and historically constituted process. The methodology involved a bibliographic review and the analysis of pedagogical practices resulting from the implementation of a didactic sequence in art classes. The data collected from the pedagogical practices underwent thematic-categorical content analysis, with analytical indicators focusing on episodes of pedagogical mediation and the identification of social compensation processes in development. The results suggest that pedagogical mediation promotes processes of participation, creation, and the expansion of students’ forms of expression, contributing to confronting ableist practices and to the construction of educational proposals oriented toward the appreciation of difference and the right to knowledge.
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