O ensino de língua portuguesa para alunos com transtorno do espectro autista: uma revisão bibliográfica sobre as práticas de leitura adaptadas para alunos dos anos finais do ensino fundamental

Abstract

Based on the principles of neuroeducation, interactionist linguistics, cognitive linguistics, and inclusive special education practices, this research analyzes the teaching of Portuguese to students with autism spectrum disorder in the final years of elementary school, with special attention to adapted reading practices. This work is anchored in a qualitative and exploratory literature review, which gathered 58 studies including books, articles, theses, dissertations, statistical databases, and legal documents. The study investigates how the cognitive, sensory, and linguistic characteristics of autism influence the reading comprehension process. It also identifies that student with autism face challenges related to inferences, pragmatics, cognitive flexibility, and sensory overload, aspects that hinder textual interpretation in the traditional school context. The investigation demonstrates that disjointed reading methods do not meet the needs of this population, reinforcing the importance of adapted strategies. Among the practices reinforced in the literature and considered effective, the use of visual aids, structured routines, explicit instruction, adapted texts, guided reading, and dialogic mediation stand out. These approaches, aligned with the theoretical perspectives of Bakhtin (2003), Vygotsky (1994), Antunes (2009), and Kleiman (2013), along with neuroeducation studies, favor the construction of meaning, expand reading autonomy, and strengthen the social participation of students with ASD. The study concludes that adapted reading is an essential tool for promoting inclusion, equity, and meaningful linguistic development. By systematizing accessible methodologies, the research contributes to the teaching work with autistic students, offering theoretical and practical bases for pedagogical planning