A MEDIAÇÃO LITERÁRIA NO DESENVOLVIMENTO DA LINGUAGEM E COMPREENSÃO EM CRIANÇAS COM TRANSTORNO DO ESPECTRO AUTISTA (TEA)

Abstract

This article analyzes the relevance of literary mediation as a strategic resource for the development of language and comprehension in children with Autism Spectrum Disorder (ASD). Grounded in theoretical perspectives such as Vygotskian socio-interactionism and Bruner's contributions, the study discusses typical linguistic alterations within the spectrum, including pragmatic deficits, the presence of echolalia, and difficulties in understanding metaphors and social nuances. The methodology consists of a theoretical review that articulates concepts from psychology, linguistics, and pedagogy to demonstrate that literature, by offering complex narrative structures and symbolic contexts, acts as a cultural mediator capable of expanding lexical repertoire, stimulating prosody, and fostering the construction of meaning. It is concluded that literary reading, when mediated in a dialogical manner and adapted to the individual's needs, constitutes a powerful tool for overcoming communicative barriers, promoting school inclusion and the integral development of the autistic child.