Transtorno do Espectro Autista: um estudo sobre a metodologia fônica de alfabetização na conjuntura hodierna

Abstract

Autism Spectrum Disorder (ASD) is characterized by neurodevelopmental changes that impact social communication and interaction, posing unique challenges to the literacy process. This monograph analyzes the contribution of the phonic methodology as a tool for cognitive accessibility for students with ASD in the current context. The general objective was to identify how systematic phonic instruction assists in overcoming auditory and visual processing barriers, guaranteeing the right to functional literacy. The theoretical framework was based on authors such as Capovilla, Haduo, Silva, and current legislation, such as the Berenice Piana Law and the National Literacy Policy. Methodologically, an exploratory qualitative research was conducted, consisting of a bibliographic survey and field research at the Carlos Dias Sardinha Teaching Unit in Bom Lugar – MA. The data collected via questionnaire and direct observation showed that the correct application of the phonic method, when mediated by trained professionals and supported by playful and technological resources, provides the necessary predictability for autistic learning. The results demonstrated that the student progresses significantly in phonological awareness by associating sounds with graphemes, especially when hyperfocus strategies are used to maintain engagement. It is concluded that the phonic methodology represents an indispensable differential for the intellectual autonomy of the atypical student, and investment in continuous teacher training is fundamental for the implementation of a truly inclusive school.