A perspectiva do(a) pedagogo(a) sobre o processo de ensino e aprendizagem de crianças com Transtorno do Espectro Autista (TEA) nos anos iniciais do ensino fundamental

Abstract

This study focuses on understanding, from the experience of literacy teachers, the main challenges faced during the literacy process of children with Autism Spectrum Disorder (ASD) in regular education. The research was grounded in the work of authors such as Santos and Vieira (2019), Poker (2003), Silva (2021), and Melo (2024), whose theoretical contributions expanded the understanding of the importance of inclusion processes and pedagogical practice for children with ASD. The research, with a qualitative and descriptive approach, involved four educators who work with autistic students in the Early Years of Elementary School. Data was collected through a structured questionnaire on Google Forms, which included both open and closed-ended questions. The responses reveal that, although inclusion is a reality in schools, it still faces obstacles such as the lack of specific training, scarcity of teaching resources, and low institutional support. Strategies such as the use of games, concrete materials, and assistive technologies were identified as effective, as well as the importance of building a trusting relationship with the student. It is concluded that the literacy process of children with ASD requires sensitive listening, careful observation, ongoing teacher training, and a collective commitment to ensuring the right to learning for all children.