O ensino de matemática nos anos iniciais com alunos/as autistas: análise das atividades pedagógicas de ensino

• Ano de defesa: 2023
• Autor(a) principal: Santos, Karen Furtado dos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Pelotas; Faculdade de Educação; Programa de Pós-Graduação em Ensino de Ciências e Matemática; UFPel; Brasil
• Palavras-chave em Português: Práticas pedagógicas; Ensino de matemática; Alunos autistas; Anos iniciais; Pedagogical practices; Mathematics teaching; Autistic students; Early years; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://guaiaca.ufpel.edu.br/handle/prefix/9289

Autism is described as a disorder that affects the individual's neurological development. Different areas interested in understanding the spectrum continue to discuss the topic, with the aim of promoting inclusion and access to the learning process. In this scenario, the present study sought to understand how the regent teacher and the specialist teacher develop the teaching of mathematics, considering an inclusive perspective of students with autism in the fourth year of elementary school. The general objective was to analyze the teaching processes of mathematics for the fourth year of elementary school, for students with Autistic Spectrum Disorder, in an attempt to identify possibilities and limits. For analysis, a qualitative methodological approach was used. Data collection was carried out with the application of a questionnaire with open and closed questions, and with participant observation, carried out during the development of classes by two regent teachers and a professional from Specialized Educational Assistance. As a result, after triangulating the data, it was observed that the participants have been working in the education network for a long time. Teachers consider the hyperfocus of students with autism on the adaptations they make during their work routine. It was observed that the teachers are committed to the inclusion of students in the school space, helping side by side in the realization of the contents, most of the time what happens is the lack of an assistant teacher. It was also found that students with autism have difficulties in understanding abstract concepts and ease with the concrete, which implies the manufacture and acquisition of manipulable materials that allow the visualization of the developed concept. From the findings obtained with the teachers, the product of this dissertation was elaborated, which deals with the activities using the episodes of the Canine Patrol: “Missão no corn festival” and “The puppies and the stolen eggs”, allowing the materialization of the mathematical concepts of subtraction and addition through the adventures that develop in the episodes and that brings a lot of fun and contribution to learning.