2026-01-082026-01-082025-12-18SILVA, Thamires Noely Moraes e. Entre palavras e encantos: a contação de histórias como caminho para a alfabetização de crianças atípicas e neurotípicas. Orientadora: Sandra Karina Barbosa Mendes. 2025. 17 f. Trabalho de Curso (Licenciatura em Pedagogia) – Faculdade de Educação e Ciências Sociais, Campus Universitário de Abaetetuba, Universidade Federal do Pará, Abaetetuba, 2025. Disponível em: . Acesso em:.https://bdm.ufpa.br/handle/prefix/9044This article presents experiences lived within the scope of the PIBID/Pedagogy subproject of the Federal University of Pará – Abaetetuba Campus, developed at the Dom Ângelo Frosi School. The central objective is to analyze the use of storytelling as a pedagogical strategy, considering the cognitive specificities of students with ASD and its implications in the reading and writing learning process. The experience was developed in the 1st grade class of Elementary School, following the literacy process of atypical students – especially those with Autism Spectrum Disorder (ASD) – and neurotypical students. To this end, we adopted a qualitative approach, based on participant observation and field diary entries. The activities included the oral reading of children's narratives, supported by books with enlarged images and illustrated fables, seeking to stimulate orality, active listening, imagination, and children's interest in reading and writing. From a theoretical standpoint, the text engages with authors such as Cademartori (1986), Soares (2020), Freire (1989), Vygotsky (1997), among others. The results show that, based on the observation and analysis of pedagogical practices in the school environment, storytelling reveals itself as a sensitive and enriching strategy in mediating the literacy process, especially for children with ASD (Autism Spectrum Disorder). This practice awakens interest in reading and writing, expands vocabulary, stimulates verbalization and interaction, respecting individual differences and contributing to the construction of knowledge in a playful and welcoming way. It is concluded that storytelling, by valuing individual differences and promoting dialogue and interaction, constitutes a powerful resource to strengthen the literacy process and, consequently, the inclusion and learning development of atypical and neurotypical children.Acesso AbertoContação de históriasAlfabetizaçãoLetramentoTEAInclusãoStorytellingLiteracyASDInclusionCNPQ::CIENCIAS HUMANAS::EDUCACAOTrabalho de Curso - Graduação - ArtigoAttribution-NonCommercial-NoDerivs 3.0 Brazil