Desafios e perspectivas para atuação dos professores de língua portuguesa no processo de alfabetização e letramento dos alunos com Transtorno do Espectro Autista (TEA)

Abstract

The present research encompasses reflections on the importance of Portuguese language students in the process of literacy and literacy of students with Autism Spectrum Disorder (TEA) present at the Orlando Mota Municipal School in the city of ItapecuruMirim / MA. And it sought to experience children's literacy and literacy, as it was also used as teaching methodology, facilitating teaching and students. Literacy and literacy are intended to give people the command of the English language as an instrument of reading in the media and in the struggle for fundamental rights. Understanding that it is not enough to involve, it is necessary that the school, professionals, teachers, career assistants, schedules of everyday, people, including special needs. As a methodological support, a bibliographical approach was used to develop a study session at the Orlando Mota school. The results were based on observations made in the classroom, as well as interviews and questionnaire application with educators. However, it can be seen that in practice, as teachers, there is a variety of literacy classes, including the tasks that give them training, overcrowding and lack of material resources in school.