METHODS OF DEVELOPING TEACHING RESOURCES FOR

STUDENTS WITH AUTISM SPECTRUM DISORDER (ASD)

Abstract

This paper investigates the construction of accessible teaching resources for students with Autism Spectrum

Disorder (ASD), through bibliographic research. The article presents strategies for the development of

these resources, including guidelines for their selection and use, based on guidelines from specialized

professionals. It also highlights the importance of knowing the individual needs of students with (ASD), to

create adapted and personalized resources. Resources such as visual materials, assistive technologies and

sensory activities are necessary to meet different learning styles. The implementation of these resources is

crucial to promote inclusion and provide more learning and development opportunities for all students.

It is concluded that the adaptation and personalization of resources, combined with the guidance of

specialized professionals, are essential to ensure their effectiveness and relevance in the educational

context of students with (ASD).

Keywords: Autism. Teaching Material. Accessibility.

MODOS DE ELABORAÇÃO DE RECURSOS DIDÁTICOS PARA

ALUNOS COM TRANSTORNO DO ESPECTRO AUTISTA (TEA)

Resumo

Este trabalho investiga a construção de recursos didáticos acessíveis para alunos com Transtorno do

Espectro Autista (TEA), por meio de uma pesquisa bibliográfica. O artigo apresenta estratégias para o

desenvolvimento desses recursos, incluindo orientações para sua seleção e utilização, baseadas em

diretrizes de profissionais especializados. Destaca-se, também, a importância de conhecer as

necessidades individuais dos alunos com (TEA), para criar recursos adaptados e personalizados.

Recursos como materiais visuais, tecnologias assistivas e atividades sensoriais são necessários para

atender aos diferentes estilos de aprendizagem. A implementação desses recursos são cruciais para

promover a inclusão e proporcionar mais oportunidades de aprendizado e desenvolvimento para todos

os alunos. Conclui-se que a adaptação e personalização dos recursos, aliadas à orientação de profissionais

especializados, são essenciais para garantir sua eficácia e relevância no contexto educacional de alunos

com (TEA).

Palavras-chave: Autismo. Material Didático. Acessibilidade.

MÉTODOS DE DESARROLLO DE RECURSOS DIDÁCTICOS PARA

ESTUDIANTES CON TRASTORNO DEL ESPECTRO AUTISTA

(TEA)

Resumen

Este trabajo investiga la construcción de recursos didácticos accesibles para estudiantes con Trastorno

del Espectro Autista (TEA) mediante una investigación bibliográfica. El artículo presenta estrategias para

el desarrollo de estos recursos, incluyendo pautas para su selección y uso, basadas en recomendaciones

de profesionales especializados. También destaca la importancia de conocer las necesidades individuales

de los estudiantes con TEA para crear recursos adaptados y personalizados. Recursos como materiales

visuales, tecnologías de asistencia y actividades sensoriales son necesarios para satisfacer los diferentes

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estilos de aprendizaje. La implementación de estos recursos es crucial para promover la inclusión y

brindar más oportunidades de aprendizaje y desarrollo para todo el alumnado. Se concluye que la

adaptación y personalización de los recursos, junto con la orientación de profesionales especializados,

son esenciales para garantizar su eficacia y pertinencia en el contexto educativo de los estudiantes con

TEA.

Palabras clave: Autismo. Material didáctico. Accesibilidad.

INTRODUCTION

ASD is a neurodevelopmental disorder characterized by deficits in communication, social

interaction, and repetitive and restricted behaviors. However, this characterization is commonly based

on internationally recognized diagnostic manuals, such as the Diagnostic and Statistical Manual of Mental

Disorders (DSM-5) and the ICD-11 (International Statistical Classification of Diseases and Related

Health Problems).

It is worth noting, within this context, that inclusive education aims to cater to the diversity of

students' abilities and characteristics, in addition to playing a crucial role in promoting and developing

the learning of students with ASD. For inclusion to be effective, it is necessary to understand how the

principles of these manuals can be applied in the school environment, considering pedagogical and

methodological adaptations to promote the full participation of these students in the educational process.

There is a definition that "didactic resource is any material used as an aid in teaching-learning of

the content proposed to be applied by the teacher to their students" (Souza, 2007, p. 111). The purpose

of this definition is to ensure full and effective participation in society, recognizing and valuing the

diversity of students' abilities and potential. This concept is directly supported by the Brazilian Law on

Inclusion of Persons with Disabilities (Statute of Persons with Disabilities), established by Law No.

13,146, of July 6, 2015 (Brasil, 2015).

This law guarantees the rights of people with disabilities, ensuring them equality of opportunities

and the elimination of barriers that may prevent their inclusion in various areas, such as education. In

relation to the school environment, it defines that education must be inclusive at all levels and modalities,

providing the necessary support for the full development of all students, including those with disabilities,

global developmental disorders, such as (ASD) and high abilities. Law Nº. 13,146 also establishes that

schools must promote adaptations and ensure accessibility, aiming at effective participation of all

students, respecting their particularities and potentialities, promoting an inclusive and quality education

for all.

Therefore, it is worth noting that one of the main benefits of teaching resources accessible to

students with ASD is the possibility of making school content more tangible and understandable for

these students. Many students with ASD have difficulties in verbal communication and in understanding

abstract information, requiring the use of visual, concrete and structured resources to facilitate learning.

In addition, these materials can help reduce anxiety and promote student autonomy, as they allow them

to organize and process information more clearly and organized (Santos et. al., 2021).

For Santos et al. (2021), it is important that there is individualized planning for each student,

considering their skills, preferences and specific needs. In addition, it is necessary to promote

partnerships between the school, the family and health professionals to ensure the effectiveness of

teaching resources and the monitoring of student development over time.

Oliveira e Silva (2021) adds that the diversity of resources available allows educators to explore

different teaching approaches and tools, adapting to the specific needs of each student and promoting

more effective learning. By offering varied and attractive resources, educators can spark students'

curiosity, encourage their active participation and promote the development of cognitive and social skills.

Frânces and Mesquista (2021) add that accessible resources allow students to have more control

over their own learning process, promoting their self-confidence and independence.

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Among the challenges faced by educators and professionals in the field of education, including

regular classroom teachers, Special Education Service (SES) teachers and monitors, together with the

school team responsible for the learning process, is the availability of accessible teaching resources to

meet the specific needs of students. Due to the diversity of skills and characteristics present in this group,

the promotion of learning must be the central focus. Therefore, the authors highlight that the elements

mentioned, such as communication, social interaction, repetitive and restricted behaviors common in

ASD, are natural consequences of this process. In the context of special and inclusive education, diversity

is directly linked to learning ability, which varies from student to student. By adapting resources, it is

possible to promote more meaningful learning that considers the particularities of each student. By

focusing on learning, we are simultaneously facilitating communication, encouraging social interaction

and offering strategies to deal with repetitive behaviors. These elements are, therefore, an integrated part

of educational process, and not end in themselves, but results of the effective implementation of

pedagogical practices adapted to the individual needs of students.

It is worth remembering that Mantoan (2003) and other scholars, as well as organizations

internationals argue that accessibility has an importance as a central element for an inclusive and effective

education.

Vygotsky (1984), for example, argues that learning occurs in a social and cultural context, and

that the environment must be adapted to allow each child, regardless of their conditions, to develop their

abilities to the fullest. For him, the mediation of learning through accessible resources is fundamental to

guarantee the active participation of all students.

Rodrigues (2006), who is considered one of the main theorists of education inclusive in Portugal,

also emphasizes that inclusion does not only refer to the physical presence of students with special needs

in the classroom, but to their effective participation in the learning process. According to Rodrigues,

guaranteeing the accessibility of pedagogical resources is essential so that all students can develop

equitably.

The Salamanca Statement (1994), a UNESCO document that is considered a milestone for

inclusive education, reinforces this vision by stating that schools must welcome all children, regardless

of their physical, intellectual, social or emotional conditions. The declaration highlights that there is a

need to eliminate barriers to learning and participation, guaranteeing accessibility and equal opportunities

for all.

In the Brazilian context, the Brazilian Inclusion Law (Brasil, 2015) reaffirms the importance of

guaranteeing accessibility in the school environment, as presented previously in this same section.

Authors such as Grandin and Panek (2015) show how it is possible to use the specific interests of a child

with ASD to stimulate learning. For example, if the child has an interest in trains, the image of a train

can be a powerful motivational tool in the teaching process. In this way, the child will find more

motivation to learn, since they can make associations with something they really like.

The function of any didactic resource is to promote understanding, motivation and active

participation of students in the teaching-learning process. However, when it comes to students with

ASD, these resources need to be adapted or developed with specific characteristics to meet their sensory,

cognitive and behavioral needs.

These students often face challenges in areas such as communication, social interaction and

sensory processing, which requires more personalized resources. Visual or tactile materials, for example,

help to clarify concepts and facilitate understanding, since many students with ASD have difficulty

interpreting only verbal information or abstract. In addition, integrating sensory stimuli or specific

interests can increase engagement, considering that motivation may be a greater challenge for these

students. It is also important that the resources allow controlled interactions, respecting the sensory

limits and the rhythm of each student, which contributes to a more active participation. Thus, although

all teaching resources have the objective of facilitating learning, those aimed at students with ASD are

designed to promote accessibility and inclusion, reducing barriers and enhancing effectiveness in

teaching.

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In fact, every pedagogical resource aims to facilitate learning and encourage student engagement.

In the case of students with ASD, however, these resources need to be adapted to respond to their

specific needs, such as sensory, behavioral and communication issues. Thus, although the primary

function of teaching resources is, in general, the promotion of learning, the resources for students with

ASD are adjusted to ensure that the teaching experience is accessible and meaningful, considering the

unique characteristics of each student.

In this context, the present study aims to investigate the construction and application of

accessible teaching resources, aimed at students with (ASD), aiming to promote their inclusion and

development in the school environment. To achieve this objective, a bibliographic review was carried

out to offer theoretical and methodological support for the creation and implementation of these

resources. The research covers studies published between the years 2013 and 2023, seeking to identify

effective methods for the development of visual and technological materials adapted to the context of

inclusive schools.

It is also worth remembering that technology, with each passing day, is closer to the school

environment in the form of tools, machines, computers, new materials, among others. Therefore, it is

essential that we reflect and investigate more about technology and accessible teaching materials to

ensure equal access to education, promote the inclusion of people with different abilities and facilitate

learning in a more engaging way.

Technology has become an essential tool in our daily lives and in education it is no different,

because it provides a multitude of benefits and opportunities. With responsible and strategic use of

technology, its benefits can be maximized in promoting meaningful learning and preparing students to

face the challenges of the contemporary world. The adaptation of teaching resources is essential to ensure

that students with (ASD) can fully participate in the educational process. However, the effectiveness of

these adaptations depends on a deep understanding of the individual needs of each

students, which vary according to their different forms of learning and sensory challenges.

How can adaptations of teaching resources be made effectively to meet these specific demands?

It is expected to contribute to the use of high and low technology teaching resources for children with

(ASD), for the development of more inclusive and effective educational practices. It is important to

highlight how these resources can be applied in the educational context, considering the specific needs

of students, in addition to presenting practical examples of their use. This will help contextualize the use

of these resources and justify their importance for an inclusive and effective education.

METHODOLOGY

To achieve the objectives of this study, the method of bibliographic review was adopted, with

the aim of collecting and analyzing the information available on Scielo Google Scholar and ERIC,

academic literature on the construction of accessible teaching resources for students with ASD. This

method proved to be adequate to identify the best practices and strategies applied in the context of

inclusive education, considering the diversity of approaches developed by different researchers over the

last few years.

The research covered studies published between 2013 and 2023, using databases recognized as

Scielo, Google Scholar and ERIC with a focus on keywords such as 'teaching resources for ASD',

'inclusive education', 'assistive technologies' and 'pedagogical adaptations'. The inclusion criteria adopted

for the selection of studies were peer-reviewed publications, studies that directly addressed the creation

or implementation of teaching resources for students with ASD, and works that presented empirical data

or consistent theoretical reviews on the topic. On the other hand, the exclusion criteria involved articles

that did not have a direct relationship with the focus of the study or that presented insufficient data for

analysis. Works with more than ten years of publication were also excluded, except for articles that have

historical references in the area.

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For the analysis of the data, a qualitative approach was adopted and focused on the

categorization of the strategies and practices described in the reviewed articles, allowing the identification

of emerging themes and patterns in the adaptations of teaching resources for students with ASD. This

method allowed an in-depth understanding of pedagogical practices and technological adaptations,

considering the different forms of application and the challenges reported by educators. From this

analysis, it was possible to generate perception about the best accessible teaching resources that are most

effective in meeting the specific needs of students with ASD in the educational reality.

When making accessible resources, it is necessary to know what objective it wants to achieve

and think about what you want to teach with that activity in that specific task to be able to transmit

knowledge to students.

In this step, “the specific purpose of all didactic material is to provoke creativity, show clues in

terms of argumentation and reasoning, instigate questioning and reconstruction” (Demo, 1998, p. 45).

The use of diverse teaching resources is important, not only in itself, but by the way they are

integrated into the teaching and learning process. Its effectiveness depends on how these resources are

contextualized within pedagogical practice, aligned with learning objectives and adapted to the needs of

students. This is especially important to promote more effective and engaging learning, offering students

different ways to access knowledge and actively participate in the educational process.

By incorporating a variety of resources, teachers can better meet the different needs and learning

styles of students Learning styles are varied and reflect the different ways in which students assimilate,

process and retain information. In the case of students with (ASD), it is essential to consider these

particularities, as many may present distinct learning styles that require specific adaptations. For example,

some children with ASD may learn better through visual resources, while others may benefit from more

practical and sensory approaches. Understanding these differences is fundamental for educators to

develop inclusive didactics, using a variety of strategies that respect individual preferences and needs,

thus promoting a more effective and welcoming learning environment.

The varied learning styles of students, especially in the case of children with (ASD), require

educators to adopt flexible and adapted pedagogical approaches. It is important to recognize that learning

does not occur uniformly, and specific adaptations are essential to ensure that each student has access

to the content in a meaningful way. In this sense, understanding and respecting the particularities of each

student with ASD is the first step towards developing an inclusive practice.

To align this understanding with practice, it is essential that the resources used are diversified

and adjusted to the individual needs of each student. Working with students with ASD, therefore, goes

beyond just recognizing their learning styles; it also involves offering a wide variety of teaching resources

that meet these particularities. This includes the use of both high and low technology resources, which

can facilitate not only communication, but also social interaction and the development of essential skills.

Working with students with (ASD) requires offering a wide variety of teaching resources that

meet their specific learning needs. This includes the use of both high and low technology resources,

which can be adapted to facilitate communication, social interaction, and skill development.

It is essential to base this approach on references that prove the effectiveness of resource

diversification in the teaching-learning process, such as the research of Mantoan (2003) and the studies

of UNESCO (2009), which emphasize the importance of varied materials to promote inclusion and

student engagement.

Thus, an example is the fact that many schools have printers 3D, which are machines

increasingly used and valued, for the use of teaching resources in the school network. Thus, these schools

are adhering to the use of this resource (what is its pedagogical purpose? Don't Resource and

Multifunction Rooms and Information and Communication Technologies already exist?).

According to Piana (2011), the 3D printer allows creating prototypes and physical models in

short periods of time, often in a matter of hours or days. This is especially useful and brings more speed

in product design and development processes.

It is worth mentioning that the 3D printer:

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[...] can help the student to think differently and see the world in another way.

Together with other ICTs, it helps to form environments that give the appropriate

stimulus to students who are indifferent in school, as it allows them to learn on their

own through exploration (Aguiar, 2016, p. 47).

In addition to printers, there is other equipment that allows us to develop teaching resources

with high technology, such as CNC laser cutting machines. Among the advantages are economy,

precision, superior quality, little material loss, cutting complex figures, without tool wear, flexible

programming and speed in production.

RESULTS AND DISCUSSION

Teaching resources should include visual materials, such as pictograms and graphic organizers,

to assistive technologies, such as applications and educational software specific to ASD (Suassuna, 2021).

Table 1 was prepared from the literature review that aimed to identify accessible and effective

teaching resources for students with ASD. The authors performed a Ways of developing didactic

resources for students with spectrum disorder autistic (ASD) ways in the main academic sources and

relevant publications around special and inclusive education, selecting works that address pedagogical

practices adapted for this public. From this research, the authors categorized the resources into different

types, such as visual materials, routines and calendars, games and sensory activities, assistive technologies

and communication support materials. Each category was described, highlighting its characteristics and

relevance to the learning process of students with ASD.

In addition, practical examples were included for each type of resource, providing a clear

understanding of how these materials can be used in educational contexts. To ensure the credibility of

the information presented, the authors refer to studies and experts recognized in the area, such as Lari

Frost, Andy Bondy and Patricia Howlin, among others. This theoretical foundation not only validates

the choices made for Table 1 but also guides educators in the application of resources in their pedagogical

practices. Next, in Table 1, some examples of accessible didactic resources that have proven effective

for students with (ASD) will be presented:

Table 1 – Accessible didactic resources

Authors who

research

Type

Characteristics

Examples

Cards with figures,

pictograms, videos and

images

Materials

visuals

Facilitate the process of

learning.

Patricia Howlin and

Tony Charman (2019)

Timetables

and activity lists can

help these

Pictograms or images to

represent

Fonseca and Ciola

(2016), Brenda Smith

Myles (2020),

students understand and

anticipate the tasks which

provide a sense of

security and

Routines and

calendars

visuals

daily activities,

predictability.

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Fitting games, puzzles,

activities

Can be used to

stimulate learning

Matthew Goodwine Ami

Klin (2019)

with varied textures and

sensory toys

and development

of skills, such as:

Games and

motor coordination, in

sensory stimulation and

social interaction.

activities

sensory:

The use of communication

applications in alternative

devices,

Researchers such as

Patricia Howlin and

Matthew Goodwin

such as tablets, which

have communication

applications

The use of

technologies assistive

can facilitate

Technologies

assistive

(2019)

communication,

expression and access

to information.

augmentative and alternative

(AAC) to assist in the

communication of people

with speech difficulties.

Communication boards

with symbols or

For students with ASD who

have difficulties in

keywords, communication

boards

Support

materials

Barry M. Prizant

(2015)

verbal communication, the

use of support materials for

communication.

for

with pictograms and

electronic communication

devices

communication

alternative.

Source: Prepared by the authors, 2025.

The use of accessible didactic resources is essential to guarantee the inclusion and academic

success of students with ASD. According to Ubugata (2022), by incorporating these resources into

pedagogical planning and teaching practice, educators can provide a more inclusive, welcoming and

stimulating educational environment for all students, regardless of their differences and challenges.

To ensure that the resources are effective and meet the demands of students, it is

important to follow some guidelines that help in their application. Below is presented Table 2

with some proposed guidelines for the implementation of accessible didactic resources: Ways of

developing teaching resources for students with spectrum disorder autistic (ASD).

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Table 2 – Guidance proposal for the implementation of accessible teaching resources

Characteristics

Peculiarities

Authors who research

Resources should be adapted to the

specific needsof each student, taking into

account their skills, preferences and challenges.

This requires a personalized approach, in which

the materials and strategies are adjusted

according to the learning profile of

each student with Autism Spectrum Disorder

(ASD).

Researchers such as Carol

Gray, Temple Grandin (2015)

and Brenda Smith Myles

Individualized

Adaptation

(2020)

Resources should be presented in a clear and

consistent manner, using

simple and direct language, clear images

and concise instructions. This helps reduce

Authors such as Tony

Attwood,AmiKlin (2017)and

Clarity and Consistency

Patricia Howlin (2019)

anxiety and confusion, providing a predictable and

structured environment for

students with Autism Spectrum Disorder (ASD).

Resources should be flexible and varied

to meet the different needs and learning

styles of students with Autism Spectrum

Disorder (ASD).

Flexibility and Variety

This includesusing a variety

Barry M. Prizant, (2015)

of materials, teaching modalities and support

strategies, allowing

students to explore and learn in diverse ways.

diverse.

Resources should promote

active participation and engagement of

studentswith Autism Spectrum Disorder (ASD),

encouraging them to get involved

Authors such as Barry M. Prizant

(2015), Howard Shane and

Brenda Smith Myles (2020)

Active Participation and

Engagement

actively in learning activities

and explore their potential. This can be

achieved through strategies

interactive, motivating games and activities

engaging sensory experiences.

Source: Prepared by the authors, 2025.

Below is Figure 01, which shows a synthesis of how an implementation of a teaching resource

according to (Ubugata, 2022):

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Figure 1 - Synthesis of the implementation of a didactic resource

Source: Prepared by the authors, 2025.

According to Ubugata (2022), the main factor is the planning of the resource, therefore, before

implementing the didactic resources, it is essential to plan their use in a structured and organized manner.

In addition, define clear objectives, establish the strategies to be used, and evaluate how the resources

will contribute to the learning of the students.

Planning resources to meet the specific needs of each student is essential. Researchers such as

Carol Gray, Temple Grandin (2015) and Brenda Smith Myles (2020) state that this approach requires

materials and strategies to be adjusted according to the learning profile of each student with ASD. This

adaptation not only respects individual skills and preferences, but also addresses the unique challenges

faced by these students.

It is essential to regularly evaluate the effectiveness of didactic resources, ensuring that they

adequately meet the needs of the students. This involves providing feedback with the students, observing

their progress, and being willing to make adjustments and adaptations as needed. By maintaining this

continuous evaluation process, educators can develop didactic resources for students with spectrum

disorder autistic (ASD) ensure that the resources used are really contributing to the learning and

development of students (Ubugata, 2022).

Clarity in the presentation of resources is another important aspect, as Tony Attwood, Ami Klin

(2017) and Patricia Howlin (2019) point out. According to the authors, the use of simple language with

clear images and concise instructions helps reduce anxiety and confusion. For them, a predictable and

structured environment is essential for the effective learning of students with ASD, making the planning

of how information will be presented fundamentally.

In addition, flexibility and variety in teaching resources are essential for learning. Barry M.

Prizant (2015) highlights that the use of a diverse range of materials and teaching modalities allows

students to explore and learn in ways that align with their individual learning styles.

According to Ubugata (2022), encouraging students' participation in the choice process and use

of didactic resources is essential to foster their autonomy, engagement and confidence. Allowing them

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to express their preferences, provide feedback and actively participate in their own learning process can

significantly contribute to their development and involvement in educational activities. However, it is

essential that didactic resources promote active participation of students. Authors such as Barry M.

Prizant, Howard Shane and Brenda Smith Myles (2020) point out that interactive strategies, motivating

games and engaging sensory activities are fundamental to encourage engagement. Effective planning

should include these dynamics, providing a space where students feel motivated to explore their

potential.

Stimulating the diversity of didactic resources is fundamental to meet the diverse needs and

learning styles of students, making the educational environment more inclusive and stimulating. Use a

variety of visual materials, assistive technologies, educational games and sensory activities to provide an

enriching and accessible learning experience for all students The implementation of accessible didactic

resources requires careful planning, adequate training of educators, collaboration with specialized

professionals and constant evaluation of its effectiveness. By following these guidelines, educators can

create a more inclusive, welcoming and conducive educational environment for the development of all

students, contributing to their academic success and well-being (Lopes, 2019).

Finally, Lopes & Lopes (2025) highlights the importance of creating a welcoming environment

and support, emphasizing the training of educators and the evaluation of strategies and Accessible

didactic resources to be used are fundamental to promote the well-being and development of students

with ASD.

FINAL CONSIDERATIONS

The objective of this work was to investigate the construction and application of didactic

resources accessible aimed at students with (ASD), aiming to promote their inclusion and development

in the school environment. Students with ASD face significant challenges in relation to learning,

especially in the areas of communication, social interaction and sensory processing. Such difficulties

make it necessary to create didactic resources adapted to their specific needs, since many times these

students are unable to follow traditional teaching without these adaptations.

When analyzing the opinions of the investigated authors, it was found that personalization of

didactic materials is essential. It was detected that they highlight the importance of adapting resources

according to the individual skills and preferences of each student, promoting a more inclusive and

effective learning environment. In addition, they point out that these resources increase students' self-

confidence and independence, fundamental factors for success in the teaching-learning process.

The solutions highlighted by the authors involve the use of visual resources, assistive

technologies and sensory activities that cater to the different learning styles of students with ASD. The

use of pictograms, sensory games and visual calendars were some of the solutions mentioned to facilitate

understanding and reduce student anxiety. In addition, the support of technologies, such as alternative

communication applications, was widely highlighted as an effective way to promote the interaction and

autonomy of these students.

What most caught our attention in this experience was the finding that inclusion of students

with ASD depends on the joint effort between educators, families and specialized professionals. The

creation of accessible didactic resources not only facilitates learning, but also promotes the active

participation of these students, respecting their particularities and making the school environment more

welcoming and egalitarian. This experience reinforces the importance of a truly inclusive education, in

which all students can develop their maximum potential.

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Submetido em mês de novembro 2025

Aprovado em mês de fevereiro 2026

Informações do (a) (s) autor(a)(es)

Nome do autor: Claudio Neves Lopes

Afiliação institucional: Universidade Santo Amaro (UNISA)

E-mail: cnlopes@prof.unisa.br

ORCID: https://orcid.org/0000-0003-1411-0174

Link Lattes: http://lattes.cnpq.br/9077468651694064

Informações do(a)(s) autor(a)(es)

Nome do autor: Irineu Lopes

Afiliação institucional: APAE de Miracatu

E-mail: irineumiracatu@yahoo.com.br

ORCID: https://orcid.org/0000-0001-7192-3046

Link Lattes: https://lattes.cnpq.br/9823211563339988

Revista Científica Educ@ção v.11● n.17● jan-dez/2026 ●Demanda contínua.