<?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>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[e-Curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762024000100245</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2024v22e54708</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Práticas de escrita por estudantes com Transtorno do Espectro Autista (TEA) na educação superior: discursos, trajetórias e traçados]]></article-title>
<article-title xml:lang="en"><![CDATA[Writing practices by students with Autistic Spectrum Disorder (ASD) in higher education: speeches, trajectories and traces]]></article-title>
<article-title xml:lang="es"><![CDATA[Prácticas de escritura de estudiantes con Trastorno Del Espectro Autista (TEA) en educación superior: discursos, trayectorias y trazos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dias]]></surname>
<given-names><![CDATA[Vivian Ferreira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moreira]]></surname>
<given-names><![CDATA[Laura Ceretta]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,UFSC  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,UFPR  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>22</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762024000100245&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762024000100245&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762024000100245&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O ingresso de pessoas com TEA na educação superior é recente e cada vez mais comum. Esse nível de ensino requer práticas de escrita complexas, potencializadas ou dificultadas a depender das barreiras vivenciadas e das mediações oferecidas. Por meio da análise de questionários que focam na escrita, respondidos por 13 estudantes com TEA, de cinco Universidades Federais do Sul do Brasil, essa trajetória educacional foi revisitada com o intuito de indicar caminhos que podem tornar as práticas docentes atentas à diversidade. Os resultados, analisados pela perspectiva foucaultiana de discurso, apontam a dificuldade de interação como a principal barreira, a produção textual como dependente de indicações muito claras e mostram que as práticas &#8220;disfuncionais&#8221; devem ser reinterpretadas como formas alternativas de construção de sentidos que necessitam ser consideradas nas trajetórias curriculares.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The entry of people with ASD into higher education is recent and increasingly common. This level of education requires complex writing practices, enhanced or hindered depending on the barriers experienced and the mediations offered. Through the analysis of questionnaires that focus on writing, answered by 13 students with ASD, from five Federal Universities in the South of Brazil, this educational trajectory was revisited with the aim of indicating ways that can make teaching practices attentive to diversity. The results, analyzed from the Foucauldian perspective of discourse, point to the difficulty of interaction as the main barrier, textual production as dependent on very clear indications and show that &#8220;dysfunctional&#8221; practices must be reinterpreted as alternative forms of meaning construction that need considered in curricular trajectories.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El ingreso de personas con TEA en la educación superior es reciente y cada vez más común. Este nivel educativo requiere prácticas de escritura complejas, que se pueden potenciar o dificultar en función de las barreras experimentadas y las mediaciones ofrecidas. A través del análisis de cuestionarios centrados em la escritura, respondidos por 13 estudiantes con TEA, de cinco Universidades Federales del sur de Brasil, se revisó esta trayectoria educativa para indicar formas que pueden hacer prácticas de enseñanza atentas a la diversidad. Los resultados, analizados bajo la perspectiva foucaultiana del discurso, señalan la dificultad de la interacción como principal barrera, la producción textual como dependiente de indicaciones muy claras y muestran que las prácticas &#8220;disfuncionales&#8221; deben ser reinterpretadas como formas alternativas de construcción de significados que deben ser considerados. en las trayectorias curriculares.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[escrita]]></kwd>
<kwd lng="pt"><![CDATA[transtorno do espectro autista]]></kwd>
<kwd lng="pt"><![CDATA[acessibilidade]]></kwd>
<kwd lng="en"><![CDATA[writing]]></kwd>
<kwd lng="en"><![CDATA[autism spectrum disorder]]></kwd>
<kwd lng="en"><![CDATA[accessibility]]></kwd>
<kwd lng="es"><![CDATA[escritura]]></kwd>
<kwd lng="es"><![CDATA[desorden del espectro autista]]></kwd>
<kwd lng="es"><![CDATA[accesibilidad]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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