Human-technology coupling: a research

with children diagnosed with autism

RESEARCH STAFF
Nize Maria Campos Pellanda – UNISC - BRASIL
- Lia Raquel Oliveira - UMINHO- PORTUGAL
- Rosa Maria Fontes – UVIGO - ESPANHA
- Maria De Fátima Lima Das Chagas - UNISC- BRASIL
- Jorge Collus- UMINHO - PORTUGAL
- Luiz Ernesto Cabral Pellanda - SPPA - BRASIL

GAIA: AUTOPOIETIC ACTIONS INVESTIGATIONS GROUP

RESEARCH PROBLEM

When observing children diagnosed with

autism, dealing with iPad, we pereceive
some significant transformations in
cognitive and subjective terms. How can we
explain such mobilization in terms of the
complexification of the subjects involved in
the research diagnosed with TEA (Autism
Spectrum Disorders) from the use of a
touch technology?
ORGANIZER AXIS
WE DEPART FROM:
COMPLEXITY

“Complexus is what
weaves together”

Edgar Morin
ORGANIZER AXIS
THE THEORETICAL SUPPORT LIES
IN THE COMPLEX BIOLOGICAL
THEORIES:
- Biology of cognition: humberto maturana and
francisco varela – autopoiesis
- Complexification by noise: henri atlan
- neuroplasticity: key concept in complex
neurosciences
 THEORETICAL
FRAMEWORK

•Cybernetic movement:
•Principle of self-organization
•Feed-back
•Non-linear logic
 THEORETICAL
FRAMEWORK

Movement unfolding: a second

Cybernetics
• SECOND ORDER cybernetics: Heinz von
Foerster
• Metacognition
• Learn to learn
• Systems that learn by operating
LITERATURE REVIEW

- Behaviorist attitudes of repetitions and

reinforces that do not challenge the subjects
and only strengthen the stereotypes causing
mine suffering to those subjects
- Do not work with self-awareness
- And therefore, they do not mobilize the
neurophysiological functions taking the
production of sinapses in the brain.
METODOLOGY

The project unfolds 8 stages:

The children are attended at the university in weekly
sessions for two years

NIZE, Eu não tenho o

arquivo da outra imagem e
não consegui baixar do
prezi

First attendances After some months of attendance

PROJECT STEPS

Children are attended

at the university in
twelve weekly sessions

Writing of the final The children spend two

report of the months at home and
receive an iPad to use
experience. during this period under
the observation of families

In this return, the first Subjects return to

activity is the parents' university for a
report period of 12 more
sessions.
METODOLOGY
First attendances
METODOLOGY

After some months of attendance

 METODOLOGY

The children are attended at the

university in weekly sessions for two
years:

1) in the first stage, they stay a semester receiving service.

2) children stay for a month at home and receive an ipad
to use during this period under the observation of
families.
3) subjects return to university for a new session. In this
turn, the first activity is the parents' report.
METODOLOGY
4) new interruption for three months
5) subjects return to university for a new session. In
this turn, the first activity is the parents' report.
6) new part-session.
7) closure of empirical research.
8) treatment of research emergencies with a view to
answering the central problem and writing the final
report. This study material includes the subjective
production of the researchers giving account of their
own affections.
CARTOGRAPHIC
METHOD

•Due to the complexity of our

research object and in coherence
with our complex position of non-
separation cognition-subjectivation
we adopt the cartographic method
that allows us to follow the live
flow of research
CARTOGRAPHIC METHOD

Each session involves:

• Challenge situations through the games: self-

overway, choice of roads, empathy with characters,
etc.
• Sensitive list of child's desires
• Concern with autonomy / authorship
• Environment of coupling and not adaptation
• Musical listen
• Strategies of self-narratives (non-verbal)(selfie)
• Attention to the technical object
 WHY iPAD?

•Technology and human flow

•Technical object as a human-
environment coupling
•A touch
• Technology releases
neurophysiological mechanisms by
mobilizing the hactical system
 SOME RESULTS

• Increase inclusion at school

• Increase in the leach of
interest
• Improve cognitive
processes in order to make
more relationships
 REFERENCES

• BERGSON, H. (1979). A evolução criadora. Rio de Janeiro: Zahar

• DAMASIO, A. (2003). O mistério da consciência. Rio de janeiro : Companhia das
Letras.
• ESPINOSA, B. (1983). Ética. São Paulo: Abril.
• MATURANA, H.VARELA,F. (1980). Autopoiesis and cognition. Dordrecht: D. Reidel
• MORIN, E. (1991). Introdução ao pensamento complexo. Lisboa: Piaget.
• SACKS, O. (2008). Um antropólogo em Marte. São Paulo: Companhia das Letras,
• SIMONDON, G. (1958). Du mode d´ existence des objects techniques. Alençon:
Aubier.