Formação docente em Letras e inclusão escolar de alunos com Transtorno do Espectro Autista (TEA): desafios e implicações pedagógicas

Abstract

This work critically and reflectively analyzes the importance of initial and continuing teacher training in Language Arts for the effective implementation of inclusive education for students with Autism Spectrum Disorder (ASD). The research adopts a qualitative approach with bibliographic procedures, focusing on specialized literature as well as normative documents that comprise educational legislation, seeking to understand how language teaching can assist in the academic, communicative, and social development of students. Throughout the study, pedagogical practices aimed at adapting materials, mediating the teaching-learning process, and valuing classroom interactions are discussed, considering the specificities of students with ASD. It also addresses the challenges teachers face in an inclusive context, especially regarding the adaptation of teaching methods, mediating the teaching-learning process, and gaps in teacher training. The results show that the school inclusion of students with ASD is not achieved solely through the existence of public policies or laws, but requires educators trained to reflect diversity as a pedagogical principle and to implement literacy practices that take into account the particularities of the students. It is found that the Language Arts teacher plays a fundamental role in this process, with initial and continuing training being an indispensable element for the construction of an inclusive, equitable and socially committed education