Por um ensino inclusivo de língua portuguesa: práticas de leitura e de escrita para crianças com autismo do 6º ano ao 9º ano do ensino fundamental.

Abstract

Discussing school inclusion in the context of Basic Education, especially for students diagnosed with ASD (Autism Spectrum Disorder), has been the target of numerous pieces of research from different perspectives and areas of knowledge. As much as the theories provide teachers and other education professionals with support to assist them in the pedagogical process, the reality still presents some challenges to overcome. Regarding, especially, the teaching and learning of the Portuguese Language, it is crucial to have a critical and reflective look at the Portuguese teacher on the practices of reading and writing to improve the linguistic competence of all participants involved in communication and interaction. Therefore, this work focuses on investigating how the practices of reading and writing are directed to children diagnosed with Autism in classes of the Elementary School, in the small town of Cajazeiras-PB, with the interactive approach of language. For the construction of the theoretical and methodological framework of this research, we have the contributions, mainly, of Antunes (2003, 2005, 2009, 2017), Marcuschi (2008), and Bakhtin (1992, 2006), aiming to correlate the orientations that are given to teaching with the universe of texts and textual genres; as well, by the studies of Santos (2019), Souza (2020) and Silva (2018), to make considerations about ASD, in addition to the guidelines of the National Common Curricular Base - (BRASIL, 2018). This is descriptive, applied, and qualitative research. For data collection, we used as an instrument a questionnaire applied through Google Forms to teachers of the municipal school system of Cajazeiras-PB. As results, the research showed that most teachers do not have an in-depth knowledge of ASD and that the practices of reading and writing with children diagnosed with this disorder could be better systematized from the implementation of public education policies of awareness and adequate training for teachers who work in the basic education. As a way to contribute to the improvement of Portuguese language teaching to students diagnosed with ASD enrolled in the final years of elementary school, an intervention proposal was elaborated to generate the best interaction between students with autism and the other members of their classes, starting from the idea that the world of textuality provides the empowerment of these subjects and enables them to act in the most diverse social practices of language, through inclusive and dialogical teaching.