COLLABORATIVE PEDAGOGICAL ACTION IN LITERACY TEACHING FOR AUTISTIC CHILDREN

Abstract

The objective of this study is to analyze, within the daily reports of collaborative activities conducted by educators in literacy practice with autistic children, the contributions of these actions to the learning of the students. The collaborative actions to be analyzed are part of a research endeavor funded by CNPQ and conducted in a specialized unit affiliated with the State Education Network of Belem, which caters to autistic children and adolescents. This involves bibliographic and documentary research. The source documents for analysis in this study are the daily reports prepared after the pedagogical activities carried out by educators in the specialized unit. The technique of categorization is employed in the systematization and analysis of the data. Among the results, it is highlighted that collaborative activities fostered interaction among the students, enabled their participation in pedagogical actions, and contributed to the learning of reading and writing. The mediation of educators and students was fundamental in the process of knowledge acquisition by the students.