O uso do gênero textual manual de jogos de mesa no desenvolvimento da linguagem de crianças com Transtorno do Espectro Autista (TEA)

Abstract

This study investigated how the use of the text genre "Table Games Manual" can contribute to the language development of children with Autism Spectrum Disorder (ASD) enrolled in elementary school at two municipal schools in Paraná. The motivation for the study stems from the need for inclusive pedagogical practices to assist teachers in mediating the development of students with ASD, especially in the face of the communicative and interactional difficulties that characterize the disorder. Based on Vigotski´s Historical-Cultural Theory, the research starts from the principle that language development occurs through symbolic mediation and social interaction, and that cultural tools, such as games with rules, can enhance higher psychological functions, such as voluntary attention, logical memory, and intentional communication. This is a qualitative, interventional study, developed through a case study. Participants were students diagnosed with ASD, support levels 1 and 2, regularly enrolled in elementary school I at two municipal schools in northern Paraná, selected by purposive sampling. The intervention consisted of applying a Tabletop Games manual, conducted over four sessions during school hours. Data collection occurred through classroom observations, field notes, recordings of interactions, and pre- and postintervention questionnaires. The data were analyzed qualitatively, seeking to identify changes in language use, interaction patterns, and participant engagement before and after the intervention. The results showed improvements in communication, functional language use, vocabulary expansion, understanding of rules, and interaction with peers. It was observed that the structured environment of the games favored joint attention, turn-taking, object naming, short narratives, and more active participation. Individual and collective data reinforce that the predictable, playful, and interactive nature of tabletop games creates suitable conditions for the pedagogical mediation of language in children with ASD. As a final product, the thesis presents a Tabletop Games Manual, conceived as a replicable didactic tool in school contexts, contributing to inclusive practices aligned with the real needs of the public school system. It is concluded that the mediated use of board games constitutes a powerful, accessible, and effective strategy to promote the linguistic development of students with ASD, reinforcing the role of the school as a space for inclusion, socialization, and cultural education.