Resumo

DIAS, Vivian Ferreira  e  MOREIRA, Laura Ceretta. Accessible traces: particularities of the written productions of studentes with Autist Spectrum Disorder (ASD) at Federal Universities in Southern Brazil. Educ. Rev. [online]. 2024, vol.40, e88215.  Epub 31-Out-2024. ISSN 1984-0411.  https://doi.org/10.1590/1984-0411.88215.

There is still a lack of studies that address the writing of students with Autism Spectrum Disorder (ASD) in adulthood. Although it is admitted that the entry of people with ASD into higher education is still a recent phenomenon, it has become increasingly common and the aforementioned level of study requires quite complex writing practices. Obviously, the act of writing is not born at this moment, since written language is constructed throughout the subject's development, but it can be enhanced, and/or hindered, depending on the barriers experienced or mediations offered. In the present work, this path was revisited through the analysis of the written productions of 14 students with ASD, from five Federal Universities in the South of Brazil, with the aim of pointing out some particularities of the textual productions of the group under study. The results, analyzed from a textual linguistic perspective and discursive contribution, indicate that textual production, in general, needs detailed indications and “dysfunctional” practices must be reinterpreted as alternative forms of meaning construction. But, above all, the findings indicate that the possible behavioral particularities of ASD (great mnemonic capacity, following rules, focus on details) also appear in writings and the dispersions found are reflections of the attempt to control the senses and contain the complexity of language.

Palavras-chave : TEA; Higher Education; Writing; Textual Genres.

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