This study addresses the process of symbolic grief experienced by mothers of children with Autism Spectrum Disorder (ASD), considering psychological vulnerability and resilience in the face of the deconstruction of the image of the idealized child. It is based on the understanding that an ASD diagnosis may disrupt expectations developed throughout pregnancy regarding the child’s development and future, thereby affecting the maternal experience. The general objective is to analyze the process of symbolic grief experienced by mothers of children with ASD, integrating psychological vulnerability, resilience, and support networks. Specifically, the study seeks to identify factors of psychological vulnerability resulting from maternal overload; discuss the impact of symbolic grief on atypical motherhood; and evaluate the role of support networks and public policies in promoting these women’s mental health. This is a narrative literature review of a qualitative, descriptive, and exploratory nature, conducted using the BVS-Psi and SciELO databases. The results indicate that a diagnosis may trigger psychological distress, frustration, guilt, fear, and emotional overload, contributing to social isolation and mental health problems. However, psychological support, family and community assistance as part of a support network, and effective public policies contribute to strengthening resilience and reframing the experience of atypical motherhood. It is concluded that understanding the impact of symbolic grief on these mothers is essential to broadening the perspective of psychology and public policies regarding their socio-emotional needs, promoting comprehensive care and strengthening mental health.
The present study addresses the theme of Inclusive Education, ensuring access, permanence, and the development of students with specific educational needs within the school environment, while recognizing their differences and potential. In this context, the role of Multifunctional Resource Rooms and Specialized Educational Assistance (SEA) in supporting students with Giftedness/Talentedness (G/T) is highlighted.The objective is to analyze the importance of resource rooms and specialized educational assistance in the holistic development of students with giftedness/talentedness. The research was carried out through a bibliographic review, based on authors who discuss inclusive education and policies for serving students with G/T, such as Mantoan (2003), Virgolim (2014), Gama (2013), Vieira (2020), Piske (2013), among others, these authors reported legal and pedagogical advances that have paved the way for inclusive education for students with giftedness/talentedness in Brazil. However, challenges related to teacher training, infrastructure, and the implementation of public policies still persist. The inclusion of students with specific educational needs—particularly those with giftedness/talentedness—requires differentiated pedagogical practices, continuous professional development, and the strengthening of specialized support policies to ensure equitable and high-quality education.
In early school life, starting in Early Childhood Education, it is necessary to work with texts that circulate socially in a child's everyday life. Children's contact with reading materials must be constant to foster a love for reading, turning it into a habit rather than an sporadic occurrence. Children's Literature, when used appropriately, is an essential tool in constructing the learner's knowledge, helping them engage with the world of reading not only as an act of meaningful learning, but also as an enjoyable activity. Therefore, this article is the result of a bibliographical and documentary research project aimed at analyzing the pedagogical knowledge and procedures of teachers regarding playfulness in Early Childhood Education through literary genres, in accordance with the National Curriculum Guidelines for Early Childhood Education (RCNEI). In light of this, we conclude that it is of paramount importance to work with various literary genres in Early Childhood Education, as it contributes to the child's overall development, especially in shaping their personality, developing their capacity for observation and reflection on oral and written language, and expanding their vocabulary and linguistic knowledge. In this context, the commitment of early childhood educators is fundamental to transforming education and fostering child development.
