A window to the autism: the political role of the difference of an objectile in the homogeneous school

-

Bertola Duarte, Prof. Dr. Rovenir; Ziger Dalgallo, Arq. Ayla; Consalter Diniz, Disc. Maria Luisa; Romão Magoga, Disc. Thais

Artigo:

This paper approaches the insertion of an objectile in the homogeneous space of a school, looking to bring flexibility and responsiveness to assist a user with Autism Spectrum Disorder (ASD). The research concerns with photosensitivity, a problem faced by almost 25% of the children with autism (Miller-Horn; Spence; Takeoka, 2011). The study is based on the theories for ASD environments that speak of ‘sensorial perception’ and ‘thinking with imagery’ (Mostafa, 2008), and the coexistence of Sensory Design Theory and Neuro-Typical Method (Pomana, 2015). The result consists of a gadget developed in MIT App Inventor tool and a curtain that interact responsively through an Arduino code, for a new connection between the user and his surroundings.

-

Palavras-chave:

DOI: 10.5151/sigradi2018-1359

Referências bibliográficas

• [1] Baron-Cohen, S. et al. (2009). Autism spectrum prevalence: a school-based UK population study. British Journal of Psychiatry,194, 500–509. Beesley, P.; Khan, O. (eds.) (2009). Responsive Architecture/Performing Instruments. New York: The Architectural League of New York. Print. Brasil (1990). Estatuto da criança e do adolescente. Estatuto da criança e do adolescente: Lei n. 8.069, de 13 de julho de 1990, Lei n. 8.242, de 12 de outubro de 1990. (3rd ed.) Brasília: Câmara dos Deputados, Coordenação de Publicações. _____ (2012). Lei nº 12.764, de 27 de dezembro de 2012. Institui a Política Nacional de Proteção dos Direitos da Pessoa com Transtorno do Espectro Autista; e altera o § 3odo art. 98 da Lei no 8.112, de 11 de dezembro de 1990. Retrieved from: <http://www.planalto.gov.br/ccivil_03/_ato2011-2014/2012/lei/l12764.htm>. Acesso em: 17 nov. 2015. Brighente, M. F., Mesquida, P. (2011, November). Michel Foucault: corpos dóceis e disciplinados nas instituições escolares. X Congresso Nacional de educação – EDUCERE.Proceedings...Curitiba,PUC. Retrieved from: http://educere.bruc.com.br/CD2011/pdf/4342_2638.pdf Cache, B. (1995). Earth Moves: The Furnishing of Territories. Massachusetts: Massachusetts Institute of Technology. Carpo, M. (2011). The alphabet and the algorithm. Cambridge, Massachusetts: MIT Press. Carvalho, J. L. (2016). Inclusão dos autistas nas escolas. Psicologia do Brasil (Site). Retrievedfromhttps://www.psicologiasdobrasil.com.br/inclusao-dos-autistas-nas-escolas/ Cunha, E. (2014). Autismo e inclusão: psicopedagogia práticas educativas na escola e na família. (5th ed). RJ: Wak Ed., 2014. Deleuze, G. (1991). A dobra: Leibniz e o barroco. Campinas: Papirus. Duarte, R.B., Sanches, M. M.; Lepri, L.. (2017) Objectile e as “novas pretensões” do projeto paramétrico em arquitetura. Revista Gestão e Tecnologia de Projetos. USP-IAU, 12 (3), 59-75. Humphreys, S. (2011, June). Autism and Architecture. Autism-Europe’s LINK magazine, 55, 9-13. Retrieved from http://www.autismeurope.org/publications/magazine-link. Kronenburg, R. H. (2015). Flexible Architecture: Continuous and Developing. In B. Kolarevic, B. & Parlac, V. (Eds.), Building Dynamics: Exploring Architecture of Change (p. 29-42). New York: Routledge. Miller-Horn, J.; Spence, S., Takeoka, M. (2011, December 2 – 6).Photoparoxysmal responses in children with autism spectrum disorders. (Abstract 3.109). AES 65th Annual Meeting, Baltimore, MD, USA, 12 (01). Retrieved from https://www.aesnet.org/sites/default/files/file_attach/ProfessionalEducation/Currents/2012/AbstSupVol12Num1/2011abstracts_supplement1.pdf Mostafa, M. (2008, March) An Architecture for Autism: Concepts of Design Intervention for the Autistic User. Archnet-IJAR, International Journal of Architectural Research, 2 (1), 189-211. Oliveira, G. D. C (1997). Psicomotricidade: educação e reeducação num enfoque psicopedagógico. Petrópolis, Rio de Janeiro: Vozes. Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (2014). Declaración de Salamanca y Masco de acción. Ministerio de Educación y Ciencia de España. UNESCO. Retrieved from http://www.unesco.org/education/pdf/SALAMA_S.PDF. Pomana, A. (2015, March). Architecture for autism: improving designs for autistic integration. ICAR International Conference on Architectural Research, Proceedings... Bucharest. Silva, C. R. C. da (2014, October). Formação de classes homogêneas: condição para uma aprendizagem mais regular em menor tempo? X ANPED Sul, UDESC,Proceedings... Florianópolis, Brazil. Retrieved from http://xanpedsul.faed.udesc.br/arq_pdf/933-0.pdf Wing, L.; Gould, J.(1979, March). Severe impairments of social interaction and associated abnormalities in children: Epidemiology and classification. Journal of Autism and Developmental Disorders, 9(1), 11-29.

Como citar:

Bertola Duarte, Prof. Dr. Rovenir; Ziger Dalgallo, Arq. Ayla; Consalter Diniz, Disc. Maria Luisa; Romão Magoga, Disc. Thais; "A window to the autism: the political role of the difference of an objectile in the homogeneous school", p-848-853. In: . São Paulo: Blucher, 2018.
ISSN 23186968, DOI 10.5151/sigradi2018-1359