Autismo: modos pedagógicos de alfabetização e letramento.

This qualitative research involves the Documental Analysis of Didactic Collections intended for the literacy of students with Autism Spectrum Disorders, produced between 2015-2018, a period subsequent to the establishment of a mandatory Law requiring the inclusion of autistic children in the Regular Education System, in all school levels (BRASIL, 2012; 2014). The problem-solving questions that generated the Document Analysis were: What was the epistemological contribution used in these Collections to guide the literacy processes? Would it be linked to the formal logic of the Traditional Pedagogy? Or was it centered on the dialectical logic of the Historical-Cultural Pedagogy and Historical-Critical Pedagogy? The results confirmed the initial hypothesis of the formal logic exclusive use of Traditional Pedagogy and enabled the accomplishment of the final goal of the proposition of epistemological reviews of these Collections, aiming a reflexive educational training of autistics, from their intra and inter personal relations, valued by the Psychology of Cultural Development and by the Materialist Philosophy of Language. [ABSTRACT FROM AUTHOR]