O processo de alfabetização de crianças com Transtorno do Espectro Autista na perspectiva de professores e analistas pedagógicos: um olhar psicopedagógico

Abstract

The present study aims to analyze the perspective of teachers and pedagogical analysts regarding the literacy process of children with Autism Spectrum Disorder, and to identify the facilitating and/or hindering factors. The methodological trajectory was elaborated according to the principles of the qualitative study, with the intention of responding to the problematization according to the defined objectives. Thus, the research was carried out in two elementary schools in the municipal network of Uberlândia. Participated in the study: teachers from the regular classroom, teachers from the Specialized Educational Service - AEE and pedagogical analyst. For the construction of data, the following were listed: Semi-structured Interview, Document Analysis and the Focus Group. However, to understand the perspective of teachers and pedagogical analysts about the teaching and learning process of reading and writing in children with ASD, it was necessary to know the historical construct about autism, highlighting the main conceptions and characteristics that guided the trajectory conceptual in relation to the spectrum, as well as understanding the aspects related to school inclusion and the learning and literacy of this public. Therefore, the psychopedagogical approach supported this work, since it believes in students' learning, with an emphasis on possibilities and not on possible difficulties. The analysis and information obtained guided the organization of the categories entitled: “The process of teaching and learning of reading and writing of students with ASD”, “Intervening factors in the teaching of reading and writing for students with ASD”; which sought to answer the initial questioning. The investigation revealed that the acquisition of reading and writing by children with ASD is carried out in a singular way, according to their abilities and specificities, since each one learns in a unique way, therefore, the way of teaching needs to be individual. In addition, it takes place from a work based on your interest; such as themes, objects, activities that they can identify with and feel included in the teaching process. Thus, there is no specific method, because prior to the method there is a student learner. Furthermore, the study pointed to the importance of initial and continuing education, as a solid possibility for teachers to articulate their knowledge with pedagogical practices, contributing to the production of new knowledge. Finally, breaking with dogmas and beliefs that children with ASD cannot learn.