Inclusão de Alunos com Transtorno do Espectro Autista (TEA) no Ensino Fundamental II: Trajetória Histórica e o Ensino da Matemática

Abstract

In the context of Inclusive Education, the inclusion of students with Autism Spectrum Disorder (ASD) in schools is a relevant and complex issue, given that this neurodevelopmental disorder affects communication, social interaction, and behavior, varying in intensity and characteristics among individuals. Therefore, this research aimed to analyze the historical trajectory of the inclusion of students with ASD in Middle School and its relationship with mathematics teaching. This study used bibliographic research with a qualitative approach. Thus, this investigation was based on several theorists, including GUIMARÃES and SILVA (2021), PEREIRA et al. (2022), and LIMA and SANTOS (2023), who address the inclusion of children with autism in the mathematics learning process. It is evident that mathematics teaching requires pedagogical adaptations, ongoing teacher training, and the use of technologies and visual resources. Therefore, it is expected that the results presented can contribute to advances not only in the theoretical-scientific field, but, above all, to promote reflection on the difficulties and inclusive practices, in the search for strategies to strengthen inclusion and guarantee equitable access to mathematical learning.