SILVA, A. B. E.; http://lattes.cnpq.br/2714106595626899; SALES, Alachermam Braddylla Estevam.
Résumé:
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.
