<?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>2178-2679</journal-id>
<journal-title><![CDATA[Revista Práxis Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Práx. Educ.]]></abbrev-journal-title>
<issn>2178-2679</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual do Sudoeste da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-26792025000100101</article-id>
<article-id pub-id-type="doi">10.22481/praxisedu.v21i52.13618</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[PRÁTICAS PEDAGÓGICAS PARA ALUNOS COM AUTISMO: UMA ANÁLISE À LUZ DAS PRÁTICAS BASEADAS EM EVIDÊNCIAS]]></article-title>
<article-title xml:lang="en"><![CDATA[PEDAGOGICAL PRACTICES FOR STUDENTS WITH AUTISM: AN ANALYSIS IN LIGHT OF EVIDENCE-BASED PRACTICES]]></article-title>
<article-title xml:lang="es"><![CDATA[PRÁCTICAS PEDAGÓGICAS PARA ESTUDIANTES CON AUTISMO: UN ANÁLISIS A LA LUZ DE LAS PRÁCTICAS BASADAS EN EVIDENCIAS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Finatto]]></surname>
<given-names><![CDATA[Mariele]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Schmidt]]></surname>
<given-names><![CDATA[Carlo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Santa Maria  ]]></institution>
<addr-line><![CDATA[Santa Maria RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Santa Maria  ]]></institution>
<addr-line><![CDATA[Santa Maria RS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>21</volume>
<numero>52</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-26792025000100101&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-26792025000100101&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-26792025000100101&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: A literatura vem destacando a carência de publicações sobre práticas pedagógicas que visem a minimizar as barreiras à participação e aprendizagem de alunos com Transtorno do Espectro Autista (TEA) nas escolas. Esta pesquisa objetivou relatar as intervenções realizadas em um Atendimento Educacional Especializado (AEE) com alunos com TEA para analisar seus fundamentos teóricos e considerá-las à luz de Práticas Baseadas em Evidências (PBE). A amostra contou com oito alunos com TEA. Foram analisadas videogravações de 43 atendimentos realizados pelo serviço de AEE resultando na identificação de nove práticas afins à PBE, descritas em forma de relatos sobre como as práticas foram observadas nos vídeos: Apoio Visual, Reforçamento, Apoio Visual/Reforçamento, Intervenção Naturalística/Modelagem, Promptings, Análise de Tarefa, Intervenção Mediada por Pares, Intervenção Baseada no Antecedente, Comunicação Alternativa e Aumentativa. Conclui-se que a identificação e descrição destas estratégias de intervenção podem auxiliar professores na escolha de metodologias pedagógicas para alunos com autismo no serviço de AEE. Discute-se a respeito da necessidade de aproximação do conhecimento científico à escola.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: The literature has presented gaps about pedagogical practices that teachers can using to the removal of barriers that impede the participation and learning of students with Autism Spectrum Disorder (ASD) in schools. This research aimed to report the interventions carried out in a Specialized Educational Service (SES) with students with ASD to analyze their theoretical foundations and consider them in the light of a set of Evidence-Based Practices (EBP). The sample had eight students with ASD. Video recordings of 43 sessions performed by the SES service were analyzed, resulting in the identification of nine practices related to EBP, described in the form of vignettes: Visual Support, Reinforcement, Visual Support/Reinforcement, Naturalistic Intervention/Modeling, Promptings, Task Analysis, Peer-Mediated Intervention, Antecedent-Based Intervention, Augmentative and Alternative Communication. It is concluded that the identification and description of these intervention strategies can help teachers in choosing pedagogical methodologies for students with autism in the SES service. It discusses the need to bring scientific knowledge closer to school.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: La literatura ha destacado la falta de publicaciones sobre prácticas pedagógicas destinadas a minimizar las barreras para la participación y el aprendizaje de estudiantes con Trastorno del Espectro Autista (TEA) en las escuelas. Esta investigación tuvo como objetivo informar sobre las intervenciones realizadas en una Atención Educacional Especializada (AEE) con estudiantes con TEA para analizar sus fundamentos teóricos y considerarlos a la luz de las Prácticas Basadas en la Evidencia (PBE). La muestra incluyó a ocho estudiantes con TEA. Se analizaron grabaciones de video de 43 sesiones de atención realizadas por el servicio de AEE, lo que resultó en la identificación de nueve prácticas afines a las PBE, descritas en forma de informes sobre cómo se observaron las prácticas en los videos: Apoyo Visual, Reforzamiento, Apoyo Visual/Reforzamiento, Intervención Naturalista/Modelado, Promptings, Análisis de Tarea, Intervención Mediada por Pares, Intervención Basada en el Antecedente, Comunicación Alternativa y Aumentativa. Se concluye que la identificación y descripción de estas estrategias de intervención pueden ayudar a los profesores en la elección de metodologías pedagógicas para estudiantes con autismo en el servicio de AEE. Se discute la necesidad de acercar el conocimiento científico a la escuela.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[autismo]]></kwd>
<kwd lng="pt"><![CDATA[educação especial]]></kwd>
<kwd lng="pt"><![CDATA[ensino]]></kwd>
<kwd lng="en"><![CDATA[autism]]></kwd>
<kwd lng="en"><![CDATA[teaching]]></kwd>
<kwd lng="en"><![CDATA[special education]]></kwd>
<kwd lng="es"><![CDATA[autismo]]></kwd>
<kwd lng="es"><![CDATA[educación especial]]></kwd>
<kwd lng="es"><![CDATA[enseñanza]]></kwd>
</kwd-group>
</article-meta>
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