O desenho universal para a aprendizagem como suporte à alfabetização de estudantes com TEA: uma análise do acompanhamento pedagógico e da equidade

Abstract

This experience report constitutes the final stage of the second licensure program in Special and Inclusive Education – PARFOR, offered by the Faculty of Education of the Federal University of Juiz de Fora. The study aimed to analyze the experience of pedagogical support provided to a student with Autism Spectrum Disorder (ASD) during the literacy process, highlighting inclusive strategies grounded in Universal Design for Learning (UDL), Brazilian inclusive education legislation, and the principles of equity. The study emphasizes the importance of collaboration between the classroom teacher and the support teacher, as well as the need for equitable pedagogical practices based on the appreciation of diversity. In this regard, the Law of Guidelines and Bases of National Education (LDB) and the Brazilian Law for the Inclusion of Persons with Disabilities (LBI) ensure the right to education under equal conditions, guiding the overcoming of exclusionary practices, as advocated by Orrú, Pacheco, and Mantoan. In alignment with these principles, the National Common Core Curriculum (BNCC) reinforces equity and curricular flexibility, while Universal Design for Learning, proposed by Rose and CAST, promotes the use of diversified strategies to address different ways of learning. The results indicate that the literacy development of students with ASD requires accessible and intentionally planned pedagogical practices capable of overcoming communicational, social, and methodological barriers. Thus, literacy should go beyond the teaching of written code, fostering interaction, communication, and integral development. It is concluded that the adoption of inclusive literacy practices grounded in UDL contributes to strengthening school belonging and ensuring the right to learning for all students.