<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1519-3993</journal-id>
<journal-title><![CDATA[Revista de Educação PUC-Campinas]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Puc.]]></abbrev-journal-title>
<issn>1519-3993</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação da Pontifícia Universidade Católica de Campinas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1519-39932021000100104</article-id>
<article-id pub-id-type="doi">10.24220/2318-0870v26e2021a4926</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Uma proposta com multiletramentos no atendimento educacional especializado na alfabetização do aluno autista]]></article-title>
<article-title xml:lang="en"><![CDATA[A proposal with multiliteracies in specialized educational service geared to the literacy of autistic students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Soraya Gonçalves Celestino da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Faria]]></surname>
<given-names><![CDATA[Evangelina Maria Brito de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal da Paraíba Departamento de Língua Portuguesa e Linguística Programa de Pós-Graduação em Linguística]]></institution>
<addr-line><![CDATA[João Pessoa PB]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>26</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1519-39932021000100104&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1519-39932021000100104&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1519-39932021000100104&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este estudo, recorte de uma pesquisa de doutorado, aborda o uso dos multiletramentos na perspectiva de que o saber é observado sob o ponto de vista multimodal: letras, imagens, sons e a sinalização para novas habilidades, demandadas por uma nova organização textual, mais hibrida e interligada. Neste sentido, objetiva-se analisar o processo de aquisição da linguagem escrita de uma criança autista em ambientes tecnológicos, a partir dos multiletramentos, no atendimento educacional especializado. Teoricamente, a discussão apoia-se nos pressupostos interacionistas. A pesquisa de natureza qualitativa, baseada na metodologia de pesquisa-ação e no estudo de caso, desenvolveu-se a partir da sequência didática (quatro módulos), elaborada através da pedagogia dos multiletramentos e aplicada no Atendimento Educacional Especializado de um aluno autista com onze anos, matriculado no 3º ano do Ensino Fundamental de uma escola pública de Olinda (PE). A partir do estudo, verificou-se que a utilização dos multiletramentos contribuiu para o avanço das habilidades da escrita desse aluno, abrindo perspectivas didáticas para o trabalho com crianças autistas. Os dados analisados apontam para a necessidade de a escola incorporar recursos multimodais, que contribuam para a aquisição da linguagem escrita.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study, part of a doctoral research, addresses the use of multi-tools in the perspective that knowledge is observed from a multimodal point of view: letters, images, sounds and the signaling for new skills, which are demanded by a new textual organization, more hybrid and interconnected. In this sense, the objective of this study is to review the process of acquiring the written language of an autistic child in technological environments, based on multi-tools, in specialized educational assistance. Theoretically, the discussion is based on interactionist assumptions. The qualitative research, based on the action-research methodology and on case studies, was developed, based on the didactic sequence (four modules), elaborated through the pedagogy of the multi-tools and applied in the Educational Specialized Service, of an eleven-year-old autistic student, enrolled in the 3rd year of elementary school, from a public school in Olinda (PE). From the study, it was found that the use of multi-tools contributed to the advancement of this student&#8217;s writing skills, opening didactic perspectives for working with autistic children. The data reviewed point to the need for the school to incorporate multimodal resources, which contribute to the acquisition of written language.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Aquisição de escrita]]></kwd>
<kwd lng="pt"><![CDATA[Autismo]]></kwd>
<kwd lng="pt"><![CDATA[Mulitletramentos]]></kwd>
<kwd lng="en"><![CDATA[Acquisition of writing]]></kwd>
<kwd lng="en"><![CDATA[Autism]]></kwd>
<kwd lng="en"><![CDATA[Multiliteracies]]></kwd>
</kwd-group>
</article-meta>
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