A literatura infantil no processo de alfabetização e letramento no Transtorno do Espectro Autista (TEA)

Abstract

This study presents children's literature as a resource for literacy for children with ASD. The general objective of this research is to discuss children's literature as a pedagogical resource in the literacy of children with Autism Spectrum Disorder. The methodology is centered on the qualitative approach with bibliographical research, with the Course Conclusion Work from the Repository of the Federal University of Paraíba, based on searches carried out. The work presents the history of autism and learning difficulties, addresses children's literature and the process of literacy and literacy, has an analysis of the TCCs and ends with a pedagogical proposal. Through the studies, various authors have boosted this research by opening up a dialogue, the three that stand out are Sassaki (2009) presenting inclusion, Candido (1995) pointing out the importance of literature and Soares (2004) on literacy and literacy. The research concluded that it is necessary for diversity to participate in the construction process and that children's literature allows the literacy and literacy process to happen in a more fluid way.