2026-06-022026-06-022026-03-04PINHEIRO, Neusa Marissa Serrão. Alfabetização de alunos atípicos em contexto lúdico: vivências de uma bolsista do PIBID. Orientadora: Crisolita Gonçalves dos Santos Costa. 2026. 23 f. Trabalho de Curso (Licenciatura em Pedagogia) – Faculdade de Educação e Ciências Sociais, Campus Universitário de Abaetetuba, Universidade Federal do Pará, Abaetetuba, 2026. Disponível em: https://bdm.ufpa.br/handle/prefix/9577. Acesso em:.https://bdm.ufpa.br/handle/prefix/9577This course paper, entitled “Literacy of Atypical Students in a Playful Context: Experiences of a PIBID Scholarship Recipient,” aimed to highlight the contribution of playful processes to the literacy of atypical students, more precisely students with Autism Spectrum Disorder (ASD), through the observation of a scholarship recipient from the PIBID (Initiation to Teaching Program). The methodological approach involved approaches to qualitative research, using field research as the appropriate type of research, as it establishes the need for insertion into the observed social context for possible reflections on the studied reality. The theoretical framework was based on: Antunes (2017); Cunha (2020); Ferreiro (1999); Freire (2002); Gómez (2014); Kishimoto (2010; 2011); Vygotsky (1989). The results show that playfulness is not only a complementary resource, but na essential strategy for promoting meaningful learning, enhancing communication, and expanding numerous possibilities for social interaction, especially for students with Autism Spectrum Disorder. It is concluded that differentiated pedagogical practices implemented through playfulness offer positive guarantees for the development of the literacy process in na inclusive setting.Acesso AbertoAlfabetizaçãoAlunos atípicosLudicidadeLiteracyAtypical studentsPlayfulnessCNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIALTrabalho de Curso - Graduação - Artigo