Prática pedagógica inclusiva no ensino da matemática para alunos autistas

Abstract

The present research highlights the inclusive pedagogical practice in the teaching of Mathematics for autistic people, with the main objective of analyzing the contributions of these practices in the development of students with autism spectrum disorder (ASD) in the school context. The study is characterized by a qualitative approach and was carried out through field research, aiming to understand how the development of inclusive pedagogical practices can facilitate the learning process of Mathematics for autistic students. In this sense, the following research problem was highlighted: What are the contributions of inclusive pedagogical practice in the teaching of Mathematics to autistic people? The theoretical contribution is supported by Cintra (2014), Serrazina (2012), Mantoan (1999), Nacarato (2009), Mengali (2009) and Passos (2009). The methodology adopted involved observations in the classroom, interviews with teachers, analysis of applied pedagogical activities, and also bibliographic research in existing materials, allowing the identification of effective practices in the adaptation of content and in the use of didactic resources aimed at inclusion. The results indicated that the use of diversified methodologies,such as the use of adapted activities, respect for individual learning rhythms and the creation of a welcoming and participatory environment are fundamental elements for success in teaching Mathematics to autistic people. It is concluded that inclusive pedagogical practice contributes significantly to the cognitive and social development of students with ASD, standing out as na essential approach for the promotion of equitable and quality based education.