Com base em pesquisas etnográficas em escolas públicas, repartições educacionais e equipamentos de saúde, este artigo aborda crianças diagnosticadas com Transtorno do Espectro do Autismo (TEA) em escolas públicas da cidade de São Paulo e Grande São Paulo. Questiona o modo como os direitos educacionais são reivindicados. Mostra com exemplos que garantir a presença da criança com TEA tem resultado numa busca por educação escolar que, contraditoriamente, prescinde dela. Reaparece a dicotomia entre educar e cuidar que outrora marcou o universo da educação infantil. É possível reconhecer que a identidade real de cada criança é substituída por uma identidade virtual, a dos laudos que têm sido buscados com intensidade. Categorias de Pierre Bourdieu, Richard Sennett e Erving Goffman foram usadas.
Based on ethnographic research in public schools, educational departments and health equipment, this article addresses children diagnosed with Autism Spectrum Disorder (ASD) in public schools in the city of São Paulo and Greater São Paulo. It questions the way in which educational rights are claimed. It shows with examples that guaranteeing the presence of the child with ASD has resulted in a search for school education that, contradictorily, dispenses with it. The dichotomy between education and care that once marked the universe of early childhood education reappears. It is possible to recognize that the real identity of each child is replaced by a virtual identity, from the reports that have been sought with intensity. Categories by Pierre Bourdieu, Richard Sennett and Erving Goffman were used.
Keywords: Autism; ASD; Caring; Educating; Contradictions.
Based on ethnographic research in public schools, educational departments and health equipment, this article addresses children diagnosed with Autism Spectrum Disorder (ASD) in public schools in the city of São Paulo and Greater São Paulo. It questions the way in which educational rights are claimed. It shows with examples that guaranteeing the presence of the child with ASD has resulted in a search for school education that, contradictorily, dispenses with it. The dichotomy between education and care that once marked the universe of early childhood education reappears. It is possible to recognize that the real identity of each child is replaced by a virtual identity, from the reports that have been sought with intensity. Categories by Pierre Bourdieu, Richard Sennett and Erving Goffman were used.