A arte como potencializadora no desenvolvimento de funções psicológicas superiores em crianças com Transtorno do Espectro Autista (TEA): uma revisão bibliográfica e relato de experiência.

Abstract

The present study was carried out by means of a bibliographical research that explores Vigotsky's concepts and the cultural-historical perspective within the relationship with human development, Autism Spectrum Disorder (ASD) and art. It also describes a report of experiences during the Psychology Graduation Course, focusing on a professional internship in School Psychology in the "Autism, Art and Culture" project. Based on the reading, the study was prepared and divided into three categories of analysis: ASD: characteristics and public policies; Historical-cultural approach and ASD; and finally, Meeting of Psychology and Art. Autism Spectrum Disorder refers to a complex neurological condition that affects the development of the brain and manifests itself in different ways. We tried to build a perspective on the multiplicity of manifestations of the disorder, singularities that coexist within a universality. Vigotski understands human development through social interactions, firstly in an interpsychological dimension to later exist in an intrapsychological dimension. His concepts such as mediation, zone of proximal development, internalization and generalization are important to understand learning and the development of psychological superior functions processes which use cultural signs and tools that enable the expansion of ways of being. In his studies on disability, the author highlights the potential understanding that social barriers are one of the biggest obstacles to the inclusion of individuals. Based on this, Vigotski's perspective considers art as a mediating cultural object aimed at humanization for the reflection of feelings and psychic development. Thus, in the reported practice, art is explored as an instrument for psychology while working with children with ASD, demonstrating its importance for the development of their higher psychological functions and learning. From this perspective, the study answered the questions on how the cultural historical approach and Vigotski’s studies relate to the inclusion of people with ASD, the author's questions about art and the contributions of this tool to the development of higher psychological functions. We come to the conclusion that art can promote the expansion of consciousness and ways of being as a powerful tool for psychology to work with individuals with ASD as it promotes the development of higher psychological functions and can be used in different environments.