O uso de tecnologias digitais educacionais para o favorecimento da aprendizagem matemática e inclusão de estudantes com transtorno do espectro autista em anos iniciais de escolarização

• Ano de defesa: 2019
• Autor(a) principal: Souza, Andiara Cristina De
• Orientador(a): Silva, Guilherme Henrique Gomes Da
• Banca de defesa: Souza, Rentao Marcone José De, Orrú, Silvia Ester
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Alfenas
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Instituto de Ciências Humanas e Letras
• País: Brasil
• Palavras-chave em Português: Educação matemática; Tecnologias Digitais; Mediação
• Área do conhecimento CNPq: EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
• Link de acesso: https://repositorio.unifal-mg.edu.br/handle/123456789/1322

Through a qualitative case study, this work seeks to understand the contributions to the development of the contributions of Digital Educational Technologies for the mathematical learning and inclusion of students with Autism Spectrum Disorder (ASD) inserted in elementary school. The research data were produced from video records of the meetings with two students with ASD, notes in a field notebook, and weekly meetings with their regular classroom teachers. These students were included in different regular schools, and were in the initial process of literacy and beginning their contact with school mathematics. During twenty-four individual weekly meetings, were developed pedagogical activities related to mathematics in a learning environment based on digital technologies in a one-to-one-setting. We discuss the advances obtained in the acquisition of mathematical concepts in the field of algebra and geometry, as well as the re-signification made by the participants of the research that enabled them to advance in their zone of proximal development, and also the favoring of its inclusion and the combat of microexclusion practices in the school environment, based on the principles of the historical-cultural theory of Lev Semyonovich Vygotsky, especially those concerning the processes of mediation and compensation. We conclude that the development of a pedagogical mediated by the use of technologies, along with teacher mediation, can favour the practice of inclusive actions so that the singularities of the student with ASD do not be reasons for his/her exclusion in the school environment.