Los caminos de la comunicación entre el comité estudiantil de la sección primaria del Colegio República Bolivariana de Venezuela y sus compañeros con trastorno de espectro autista

Abstract

This degree work presents an approach to the communication of the student committee headquarters B school Bolivarian Republic of Venezuela from a complex way, where the communication processes between the committee and his colleagues are with autistic spectrum disorder (ASD) as a result of multiple interactions, which becomes visible tensions between public and private in the school, that shows us a path to follow by children committee (students 6-11 years old), looking for places and intimate settings that give strength to a communication process with their peers with ASD. Process to look this way, strengthening the political socialization of the committee. The school Bolivarian Republic of Venezuela is a public institution, with an inclusion project, located in Bogota in the town of Martyrs, territory characterized by having adverse social conditions., Where the marginalization of its inhabitants come to play a role important in life. School. In short, the general purpose of this research was to provide insights into Toast Provide insights into the elements to understand Provide insights into communication processes between miemb communication between the student committee miemb Republic school student school board Republic of the student committee Republic school student school committee of the student committee school student committee Bolivariana Republic of Venezuela Bolivarian Primary Bolivariana headquarters and their peers with autism spectrum disorder, primary headquarters of Venezuela and their peers with autism spectrum disorder, to display the barriers and possibilities in communication. From the field communication-education I've retaken authors as Jesus Martin-Barbero, Jorge Huergo and Juan Carlos Amador. To look at the issue of autism and inclusion consulted Quiroz, Peeters, Rivera and Reviere. As for socialization and participation he was consulted Rodriguez and Concha and close the theoretical reference to the diverse school with authors view as Valcarce, Amador, Hopenhayn Gomez and Maturana and others who formed the theoretical framework. In methodological authors like Guber, Galeano, Rockwell, Guerrero, De Tezanos and Araya among others, guided the fieldwork with students at school. Winnicott, Galaz, Bauman, Hart, Levy, and Dumont: in shaping the analysis (results) raised two theoretical ethnographic texts as reference authors add. As for the findings (analysis) they were formed on two texts called: From the outside in communication of the student committee and diverse school for autism and difference. The main conclusions are able to synthesize include: There's issues of marginalization that cross between two related populations, which when recognized, create feelings of empathy.

Create intimate settings to vindicate life, in public schools -The Game and have fun the students of the student committee as the main routes for communicative interaction with children with ASD.