A constituição do sujeito por meio das relações interpessoais: reflexões em Psicologia Histórico-Cultural sobre o modelo de intervenção DIR/Floortime® no atendimento de crianças diagnosticadas com TEA

Abstract

This study is qualitative in nature, with a theoretical–bibliographic approach, and sought to understand how concepts from Cultural-Historical Psychology—particularly those that explain the constitution of the subject—can broaden the understanding of and contribute to the refinement of therapeutic practices and strategies proposed by the DIR/Floortime® intervention model in the care of children with ASD. As initial results, the research presented a characterization of ASD, including diagnosis and intervention strategies, elucidating the practices and prevailing perspectives that coexist in contemporary society. Subsequently, the work addressed both the core components of the intervention model and key concepts of Vygotsky’s theory, establishing dialogues and reflections between the two approaches in order to analyze the DIR/Floortime® intervention model in light of Cultural-Historical Psychology (CHP). Finally, the study concluded that the functional and emotional development of children with ASD is facilitated through the sensitive mediation of the DIR/Floortime® therapist and the active participation of the family. These aspects resonate with the interpersonal relations central to the subject’s constitution, a theme that enabled a fruitful dialogue between CHP and the principles encompassed by the DIR/Floortime® model, particularly regarding the essential role of social interactions in the child’s development.