RELEITURA DECOLONIAL DA LITERATURA INFANTIL AMAZÔNICA: PROPOSTA PEDAGÓGICA INCLUSIVA PARA CRIANÇAS COM TRANSTORNO DO ESPECTRO AUTISTA NA EDUCAÇÃO INFANTIL

Abstract

This study aims to develop an inclusive pedagogical proposal for children with Autistic Spectrum Disorder (ASD) in early childhood education, based on a reinterpretation of the Amazon legend Mapinguari, analyzing its potential to promote inclusion and cultural appreciation. The research is characterized as qualitative, of exploratory and descriptive nature, based on a bibliographic survey about children’s literature, inclusive education and decolonial perspective. As a methodological procedure, the adaptation of the traditional narrative was carried out, followed by the production of a digital book with illustrations generated by Generative Artificial Intelligence, guided by visual accessibility and narrative criteria. For the analysis of the material, an adaptation of the content analysis technique of Bardin (2011) was used, allowing the identification of categories related to textual simplification, visual accessibility and cultural appreciation. The results indicate that the adaptation of the narrative, associated with the use of accessible visual resources, contributes to the construction of a pedagogical material potentially suitable for the public with ASD. It is concluded that the articulation between Amazonian children’s literature, digital technologies and inclusive education presents itself as a relevant strategy for the development of more accessible and culturally contextualized pedagogical practices.