Práticas pedagógicas: ferramentas para a inclusão de estudantes com transtorno do espectro autista nas aulas de Língua Portuguesa

Abstract

The inclusion of students with Autism Spectrum Disorder (ASD) in Portuguese language teaching requires pedagogical adaptations that ensure both learning and active participation. This study investigates inclusive strategies for teaching Portuguese by analyzing pedagogical practices that promote socialization and the development of linguistic skills in these students. This qualitative research is based on a literature review of authors such as Vygotsky, Perrenoud, Possari, Cosson, Bacich and Moran. The findings indicate that strategies grounded in active methodologies, such as reading circles, can enhance accessibility to learning while fostering interaction and engagement in the school environment. The study underscores the importance of teacher training focused on inclusion, emphasizing that curricular adaptation should be seen not only as a legal requirement but also as a fundamental ethical and social commitment to democratizing education.