A ALFABETIZAÇÃO NO CONTEXTO DO ESPECTRO AUTISTA

CONTRIBUIÇÕES DA DISCURSIVIDADE E DA FENOMENOLOGIA

Abstract

This article analyzes the challenges of discursive literacy in the context of Autism Spectrum Disorder (ASD), problematizing the costs of attributing communicative intentions from the theoretical framework of the philosophical problem of other minds. The central objective is to discuss how the cognitive particularities of ASD – considered not as deficits, but as neurofunctional differences, in light of the neurodiversity paradigm – impact the processes of language and written language production, in order to propose inclusive pedagogical strategies. Based on an interdisciplinary literature review that articulates Phenomenological Philosophy, Cognitive Psychology, and Historical-Critical Pedagogy, the text examines the Husserlian conception of presentation as a mechanism for attributing mental states. This basis supports the analysis of the obstacles faced by individuals within ASD in intersubjective practices, reinterpreting these challenges as a two-way street, in which neurotypical individuals also encounter difficulties in understanding autistic minds. This discussion contrasts mechanized pedagogical approaches—which align with a tendency to focus on details—with discursive approaches, which prioritize the construction of meaning in significant social contexts. It concludes that the effectiveness of literacy for students included in educational inclusion depends on redefining its objectives: no longer as mere technical learning of a linguistic system, but as a process of insertion into social language practices that welcome and value the multiple forms of enunciation and presence of the neurodiverse subject.