Uso de materiais lúdicos como ferramenta no ensino de geometria para alunos com transtorno do espectro autista (TEA).

Abstract

Autism Spectrum Disorder (ASD) is a neurodevelopmental condition characterized by difficulties in social communication, repetitive behaviors, and restricted interests. In the school context, inclusive approaches contribute to addressing the challenges faced by autistic students, strengthening pedagogical practices and promoting the development of social, cultural, and motor skills. However, significant barriers can impact teaching and learning. In light of this issue, the study aims to identify how the use of playful methods can facilitate the learning of geometry among students with ASD. Methodology: This is a systematic literature review aimed at evaluating and summarizing findings through the delineation of a theme or inquiry. The sampling search was conducted through access to scientific databases such as Google Scholar, Scientific Electronic Library Online, and Education Resources Information Center, with the following inclusion criteria: works available in full, both national and international, published between the years 2020 and 2025, that addressed the research topic. Results: At the end of the selection, six articles were included. The sample reinforced the importance of playful methodologies in teaching geometry to students with ASD. Playful teaching proved to be an effective pedagogical strategy that aligns with the principles of inclusive education. However, the need for teacher training stands out. Conclusion: Although they play a fundamental role in ensuring the fundamental rights of individuals with ASD, teachers often lack training during or after their initial education. It is evident that ongoing education actions are necessary given the complexity of the disorder and its current prevalence.