Ensino da oralidade a um estudante autista: implementação de uma sequência de atividades com o gênero textual entrevista

Abstract

This article is an excerpt from an action-research project, qualitative in nature, developed within a stricto sensu graduate program. Its main objective was to enhance the communication skills of students with autism spectrum disorder in a context of verbal interaction mediated by questions, using the oral textual genre of interviews. The propositional goal was to design and implement a series of activities for teaching the Portuguese language to a verbally communicative autistic student in the Multifunctional Resource Room. he theoretical framework is based on studies in Conversation Analysis and Textual Linguistics, particularly the works of Luiz Antônio Marcuschi. The workbook developed, containing a sequence of activities with discursive interactions and speaking and listening strategies for children with ASD, aimed to support inclusive educational practices and was implemented with two students, with the verbally communicative autistic student being the research subject. By engaging with the student's hyperfocus interests and playful activities, he actively participated, began respecting the speaking turns of the group members, and responded appropriately to the questions posed to him.