Do reino do sentido ao reino do significado: diferentes intervenções discursivas no trabalho voltado a estudantes com Transtorno do Espectro Autista-TEA

Abstract

This research was conducted within the professional master’s program of the Graduate Program in Basic Education Teaching (PPGEB-CApUERJ), under the supervision of Professor Dr. Claudia Cristina dos Santos Andrade, as part of the Study Group on Educational Practices, Youths, and Childhoods, aligned with the Research Line on the Early Years of Elementary Education I. The study aimed to elucidate a teaching-learning process that considers language as the central axis of pedagogical work for students with ASD (Autism Spectrum Disorder), recognizing thet all individuals are immersed in discourse, which constitutes them while their individual verbal expressions dialectically contribute to the construction of new utterances. The central objective of the study was to identify pedagogical strategies focused on working with/in/for language from a discursive perspective, as presented by Goulart, Muniz, and Corais (2019), grounded in the enunciation theory of Bakhtin’s Circle and Vygotsky’s (2009, 2018) studies on the relationship between thought and language. The methodology guiding data collection and analysis was narrative research (Reis, 2023; Prezotto, Chautz, and Serodio, 2015; Serodio and Prado, 2017; Mello and Miranda, 2018), focusing on the narratives of a Specialized Educational Support teacher in dialogue with two students across different spaces and times. As for the Educational Product, the proposal involved engaging other teachers and the researcher in a Dialogue Circle to explore potential discursive strategies for working on/with language with autistic students. This was based on excerpts of episodes analyzed in the study, where interaction situations were reviewed and discussed. The application of the product revealed that Dialogue Circles can be replicated, constituting a powerful space for continuous and collaborative teacher training. The participants’ emotional involvement pointed to an even richer horizon for envisioning the language inhabiting each individual. The process of constructing the Circle, theoretical justifications, materials used, and records of the dialogues were published in another artifact of the product: an e-book. The results revealed that pedagogical practices grounded in discourse significantly contribute to the development of students with ASD, fostering their inclusion and agency in educational contexts.