Narrativas, alfabetização e transtorno do espectro autista:

estratégias pedagógicas para uma sala de aula inclusiva

Abstract

The schooling of students with Autism Spectrum Disorder (ASD) in mainstream classrooms poses a challenge for schools in ensuring effective conditions for participation, learning, and development, particularly in the process of literacy development. This article discusses pedagogical possibilities for literacy development among students with ASD, articulating the principles of inclusive education with the foundations of literacy and strategies for accessibility and curriculum adaptation. The study originated from a workshop/lecture presented at the 27th Graduate Studies Meeting of Centro Universitário Assunção, whose central theme was “Narratives that Educate: Languages, Cultures, and Knowledge in Graduate Studies,” and results from the further development and systematization of the discussions carried out in that context. This is a qualitative, theoretical-reflective study based on a literature review and articulated with narratives of pedagogical practices. The discussion draws on the contributions of Mantoan, Soares, Morais, Nunes, and Walter, as well as on normative documents related to inclusive education, including the Brazilian Law of Guidelines and Bases of National Education, Law No. 12,764/2012, the Brazilian Law for the Inclusion of Persons with Disabilities, and Decree No. 12,686/2025. The article advocates a conception of literacy that connects the appropriation of the Alphabetic Writing System with social practices of reading and writing, recognizing the importance of systematic and explicit instruction without reducing literacy to decoding. In pedagogical work with students with ASD, visual resources, manipulable materials, routine organization, phonological awareness activities, and different forms of presentation and expression may help reduce barriers and expand opportunities for participation and learning. From this perspective, curriculum adaptation is understood as a pedagogical accessibility strategy, linked to learning objectives and needs identified in the educational context, rather than as a reduction of expectations regarding the student. The pedagogical narratives analyzed demonstrate that the resources and strategies employed do not constitute universal procedures, but rather possibilities that must be planned according to students’ existing knowledge, educational objectives, and the barriers present in the schooling process. It is concluded that the development of inclusive literacy practices requires intentional planning, pedagogical monitoring, and different pathways to accessing knowledge, ensuring that students with ASD have opportunities for learning and development within the mainstream school environment.