Educação matemática inclusiva na escolarização do estudante com transtorno do especto autista: Caminhos dos direitos humanos

• Ano de defesa: 2022
• Autor(a) principal: Silva, Suzana Oliveira da
• Orientador(a): Onofre, Eduardo Gomes
• Banca de defesa: Barboza, Pedro Lúcio, Kranz, Cláudia Rosana
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso embargado
• Idioma: por
• Instituição de defesa: Universidade Estadual da Paraíba
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino de Ciências e Educação Matemática - PPGECEM
• Departamento: Pró-Reitoria de Pós-Graduação e Pesquisa - PRPGP
• País: Brasil
• Palavras-chave em Português: Transtorno do Espectro Autista; Educação inclusiva; Educação Matemática; Atendimento Educacional Especializado; Direitos humanos
• Palavras-chave em Inglês: Autism Spectrum Disorder; Human rights; Specialized Educational Service; Mathematics education
• Área do conhecimento CNPq: TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL; EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: http://tede.bc.uepb.edu.br/jspui/handle/tede/4565

The present study aims to investigate the challenges encountered in the teaching-learning process of mathematics by teachers of the Specialized Educational Service - AEE of students with Autistic Spectrum Disorder - ASD, enrolled in regular public schools, in the municipality of Santa Cruz do Capibaribe, Pernambuco. The participants in this study were AEE teachers who teach mathematics to students diagnosed with ASD in that municipality. As for the methodology, a descriptive research was carried out with a qualitative approach, using the semi-structured interview as an instrument for data collection. Regarding the theoretical contribution, we base ourselves on national and international legislation, and on researchers who study the universe of ASD, such as Mayra Gaiato and Ana Beatriz Barbosa Silva. With regard to Human Rights, we base ourselves on official documents from the Brazilian government, UNESCO and Brazilian legislation on the rights of people with disabilities, such as the Federal Constitution, the Statute of Persons with Disabilities, the Berenice Piana Law. From the perspective of inclusive mathematics education, we based our study on Lulu Healy, Cláudia Rosana Kranz and Solange Ali Hassan Fernandes. The results indicated that mathematics teachers do not have initial and continuing education that is adequate for inclusive work and that discusses the educational needs of students with ASD. Therefore, to favor the school inclusion of students with ASD, it is important that educational institutions invest in training for teachers who discuss a pedagogical practice that responds to the special educational needs of students with disabilities or ASD.