Psicogênese da leitura e escrita em crianças com TEA: desafios e estratégias de ensino

Abstract

This study is based on the understanding that the literacy of children with Autism Spectrum Disorder is a topic that presents many biases to be explored, since it presents a greater unfolding, both of the pedagogical work and of the cognitive, motor and psychosocial development of the subject. Based on this idea, the study was delimited to meet the main objective, to analyze the challenges and strategies of teachers in the literacy process of children with ASD. And specifically, to identify the strategies used from the teaching resources produced for literacy; to evaluate the contributions of the theory of Psychogenesis of Reading and Writing for classroom practice with students with ASD; to know the teachers' conceptions about the contributions of psychogenesis to the literacy of children with ASD. It was necessary to seek theoretical support to reference the information collected, based on studies by Ferreiro and Teberosky (1999), Soares (2020), Russo (2001), among others. For better support, the research was carried out using qualitative and exploratory methodology, resulting in a field study, which through data collection instruments, such as participant observation, semistructured interviews and field notebooks, made it possible to analyze and discuss the data collected in the experience with the participants, namely: student with ASD, teachers, manager and caregiver. Thus, the study was carried out in a school institution, located in the city of Monteiro/PB and resulted in evidence of several challenges and strategies experienced in the literacy process of children with ASD, from the stigmas with the student with ASD to the initiative to get to know and live with the child. Another crucial point is highlighted here, which is the teachers' lack of knowledge about the theory of Psychogenesis of Reading and Writing, even using it in an educational program implemented in the school, which has principles parallel to Psychogenesis, however, on the other hand, it diverges in its formulation and application in the school context. In view of this, we recognize the importance of taking a more precise look to understand in practice how literacy is carried out and achieved for children with ASD, as well as understanding that the Theory of Psychogenesis can be an ally for such development.