Perspectivas metodológicas para a inclusão de alunos com TEA no processo de aprendizagem de matemática em Caxingó-PI sob uma visão Montessoriana

Abstract

The inclusion of students with disabilities or disorders is a right guaranteed by law, for this reason, this study aimed to discuss, reflect and understand the methodologies aimed at inclusion in the teaching of mathematics for students with ASD, the Autistic Spectrum Disorder, enrolled in elementary schools in the public education network of Caxingó-PI. A diagnosis was carried out with the teachers and parents of students from the field schools, where it was shown that the process of including students with autism in mathematics teaching is still quite challenging and insufficient, especially in relation to the training of teachers and the participation of the family in the process, however, we sought to analyze the possibilities of innovating pedagogical practices through teaching strategies and methodologies that facilitate the teaching of this discipline, thus providing significant learning of this public that needs a special look in the way of teaching. This study aimed to subsequently compare the methodologies identified with the Montessori conceptions, especially with regard to the use of games, concrete materials and assisted technologies. As for the type of research, field research was chosen, with a quantitative and qualitative character and, of a bibliographical nature, where studies on mathematics education showed that it is necessary to promote methodologies that aim to promote an education that values inclusion and learning of students with ASD