SALA DE RECURSOS MULTIFUNCIONAIS: PRÁTICAS COMPLEMENTARES DE LEITURA E ESCRITA NO PROCESSO DE ALFABETIZAÇÃO DE ESTUDANTE AUTISTA

Abstract

This research falls within the History of Education research line of the Education´s Postgraduate Program at the Western Paraná State University (UNIOESTE). The National Policy for Inclusive Special Education (Brazil, 2025) reaffirms the “right to education in an inclusive educational system,” ensuring that all children study together in mainstream education, consolidating an essential discussion on human rights, equality, equity, and respect for differences. From this perspective, the regular school is recognized as a learning space for all people, with and without disabilities. The object of this study is the analysis of reading and writing pedagogical activities developed in a Multifunctional Resource Room (MRR) and their contributions to the development of Higher Psychological Functions (HPF) in the literacy process of autistic students with learning disabilities. Thus, the general objective is to analyze how these pedagogical practices contribute to the development of HPF and to the appropriation of reading and writing. The research problem stems from the observation that many students with Autism Spectrum Disorder (ASD) remain enrolled in mainstream education without acquiring reading and writing skills, which led to the formulation of the following guiding question: How do pedagogical practices developed in MRR contribute to the development of HPF and to the literacy process of autistic students with learning delays? To answer this question, the research is based on Historical-Cultural Theory (HCT) and Historical-Critical Pedagogy (HCP), anchored in Historical-Dialectical Materialism (HDM), which conceives education as a transformative social practice. The methodological approach adopted was a qualitative case study, conducted in 2024 at a municipal school in western Paraná, with a 4th grade autistic student at elementary school. The methodological procedures employed a qualitative approach, grounded in bibliographic references from classical theorists, articulated with document analysis and interviews. The results showed significant progress in the autistic student's learning, such as greater engagement in reading and writing activities and the gradual development of autonomy. It can be concluded, therefore, that the pedagogical actions of MRR, when based on HCT and HCP, can enhance memory, imagination, attention, reasoning, abstraction, language, and thought, contributing not only to overcoming learning barriers but also to consolidating an inclusive and empowering education for all students.