Desenvolvimento das capacidades de linguagem de alunos autistas do ensino fundamental anos finais: adaptações suleadas pelo itinerário de aprendizagem.

Abstract

The teacher's pedagogical practice needs to consider and value differences, based on the principles of individualization of teaching and learning as interrelated processes, which can contribute significantly to the development of students. Based on this understanding, this research seeks to answer the following questions: (1) What linguistic and discursive specificities constitute obstacles to the development of the language capabilities of autistic students in Final Years Elementary School, with a view to their school inclusion? (2) How can didactic adaptations, carried out based on a learning itinerary, contribute to the development of these capabilities? In this context, the general objective of this thesis is to investigate, based on a learning itinerary, the effects on the development of language capabilities of two autistic students in Final Years Elementary School. Specifically, the objective is to: (a) identify learning obstacles in reading and writing in the schooling process of autistic students; (b) implement didactic devices for the development of language skills in reading and writing the wonderful story and the open letter and (c) analyze the effects of the reflections generated by the implemented didactic devices on the development of students' language skills. The research is anchored in three theoretical axes. The first addresses issues related to the training of language teachers from Southern Perspectives (Sousa Santos, 2007; Junior, 2022). The second axis deals with definitions of autism spectrum disorder (ASD), the schooling process of autistic students and didactic-pedagogical strategies from an inclusive perspective (Aporta and Lacerda, 2018; Castro, 2023). The third axis covers reflections on Sociodiscursive Interactionism, based mainly on the works of Bronckart (1999), Schneuwly and Dolz (2004), Barros (2015), Costa-Hubes and Simioni (2014), and Dolz, Lima and Zani (2020). From a methodological point of view, this research is configured as collaborative action research (Thiollent, 2009) and is part of the interpretative scientific paradigm, qualitative (Denzin and Lincoln, 2006), exploratory (Moreira and Caleffe, 2008), incorporating construction and analysis methods typical of Applied Linguistics (Moita Lopes, 2006). The instruments used to generate data included: participant observation; semi-structured interview; and teaching materials produced. The data consists of interviews with the collaborating teacher and the mothers of the two autistic students, as well as the didactic devices implemented in Portuguese language classes on the genres wonderful story and open letter. The results obtained from the analysis of the interviews showed that direct contact with families is essential, especially for inexperienced teachers, helping them to become aware of their work and the results obtained. Regarding the activities to recognize the wonderful tale, they allowed us to observe the language skills that autistic students already possessed, in addition to directing our attention to the characteristics that needed to be worked on in the learning itinerary. In turn, the learning itinerary about the open letter enabled significant involvement of autistic students, creating a context that facilitated understanding of the objectives of the activities, contributing to the development of their language skills, despite the limitations imposed by ASD. This shows that it is possible to use teaching approaches and devices that allow working with the entire class, including those with disabilities and disorders.