Monitoring experiences in the follow-up of autistic children: Report of pedagogical workshops

Abstract

Objective: to describe the pedagogical strategies and training experiences developed during the monitoring stage in the follow-up of autistic children, focusing on reaching their levels of potential development, using Vygotsky's socio-historical theory as a basis for reflection, which states that human development takes place through the social relationships that the individual establishes throughout his life, that is, that the teaching-learning process also develops through the interactions that unfold throughout his life. Method: This article consists of an experience report of the implementation of pedagogical workshops in the monitoring internship at a Child Psychological Care Center (CAPSi), located in the municipality of Ananindeua, State of Pará, Brazil, from September to November 2015, outlined using descriptive, observational and participatory methods. Results: We highlight some cases of evolution in relation to social interaction, which is the most compromised aspect in autistic people, emphasizing the importance of intervention for the full development of these people since childhood. Conclusion: Learning and the result of applying these methodologies are important records in the daily practice of health professionals, as they develop a more acute look around people with special needs, valuing their potential inside and outside the school environment, with a view to promote human emancipation, which is the true exercise of citizenship.