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Law nº. 12,764, of December 27, 2012, which receives the name of Law Berenice Piana, assures the rights of the person with autistic spectrum disorder and its art. 4th establishes the right to schooling in an inclusive education system. Recognizing the legality and importance of the formation of children with autism spectrum disorder (ASD), even in early childhood education, it is important to investigate how the teacher can mediate teaching and learning to favor the cognitive potential of this child in early childhood education. This requires that a good mediator teacher seeks interventions in a meaningful way to develop at each stage the cognitive potential of the student with ASD. Autism is known to be a neurodevelopmental disorder with variations in severity (mild to severe) and are called autism spectrum disorders or autistic spectrum disorder (ASD), presenting different characteristics in the behavioral picture also involving the areas of social interaction. and communication. The present article aims to analyze teacher mediation strategies to favor the cognitive potential of the autistic spectrum child. The methodology used for the approach is qualitative. As for the means, it was a literary review in order to seek in various scientific productions educational alternatives that will assist children with ASD, both in the cognitive, affective aspect and in interaction with peers.

ResumoA presente pesquisa buscou identificar como a prática pedagógica do professor para o Ensino de Química, no Curso de Engenharia Civil, interfere na aprendizagem dos alunos, e, em que medida o conceito teórico do professor é coerente com a sua prática. O público alvo foram os professores para o ensino de química e alunos de umperíodo do Curso de Engenharia Civil da Faculdade Presidente Antônio Carlos de Teófilo Otoni. A pesquisa se justifica dada a importância que exerce a prática pedagógica do professorno desempenho dos alunos na disciplina Química partindo de experiências compartilhadas e assistidas. O professor como figura central do processo ensino-aprendizagem precisa diversificar sua prática pedagógica como forma de tornar o ensino de química mais atraente, pois, ensinar não significa apenas repassar bem os conteúdos, mas levar o aluno a pensar, a criticar e prepará-lo para se tornar um cidadão ativo na sociedade, apto a questionar, debater e romper paradigma. A metodologia utilizada foi uma revisão bibliográfica qualitativa e quantitativa na modalidade de estudo comparativopor amostragem probabilística por conglomerado entre os alunos de uma turma do curso de engenharia civil e de artigos, sites, livros de renomados estudiosos do tema como BARROS & SILVA (1993);SCHNETZLER (2004); MASETTO (2010);MALDANER (2003); SANTOS (2011); SACRISTÁN (1998); dentre outros. A qualificação constante dos docentes em congressos, seminários e mesas redonda tem melhorado a atuação dos mesmos qualificando-os e aprimorando-os no desempenho em termos de conteúdo.Palavras-chave: Prática Pedagógica, Formação de Professores, Ensino de Química. AbstractThe present research sought to identify how the pedagogical practice of the teacher

Fairy tales are endless vehicles of discovery and world understanding, instigating the child through the magical world of the imagination to overcome barriers. Reading must, from an early age, be vital and full of meaning, seeking to impel the child to participate strongly in its overall development. There must be, on the part of the one who chooses the works, a critical look towards the very conception of childhood, so that they arouse emotions like fear, anger, sadness, irritation, satisfaction and well-being. The children's literature aims to promote significant advances in the mentality of children and provid 1 e affirmative diversions for their well-being, their happiness and the feeling related to facing challenges. Faced with this, fairy tales are excellent conductors for the transmission and construction of moral values, without interference by mediators. The child is discovering himself and solving his fears, sorrows, affirming concepts according to his maturity and reasoning. Thus, it is necessary to use them in a more intense and directed way to stimulate children's sensitivity to ethical and moral values, besides enabling the insertion of such values in a pleasurable way, taking on challenges, respect for differences, breaking with patterns preestablished. Fairy tales are fundamental to the growth of children, making it possible to overcome barriers imposed by society, from this understanding the purpose of this work is to analyze fairy tales as an educational tool that provides pleasure to magic and enables the construction of ethical and moral values children. The methodology used was a literary analysis, using authors such as BETTELHEIM (1996); ABRAMOVICHI, (2006), CADEMARTORI (1986) among others.