Inclusão dos alunos com TEA na escola regular: materialização da formação crítica e reflexiva do professor de matemática

Abstract

Considering a critical and reflective perspective, teacher training can contribute significantly to the teaching-learning process, enhancing teaching practice in methodological adaptations for students with Autism Spectrum Disorders (ASD). This article sought to understand, within the classroom, the relationship between the training process of mathematics teachers and their educational practices, analyzing and identifying impasses in including students with ASD in mathematics classes. Understanding the needs and specificities of these students is fundamental and for this it is necessary to include the inclusion of students with ASD in the regular education system on the agenda, identifying the challenges and concerns of teachers in this context. Thus, the proposal was developed at the Chico Monção School Unit in the city of Cocal-PI, in three classes (6th year, 7th year and an EJA class), with seven students with ASD and three mathematics teachers and the students' advisors. Class observations and a semi-structured interview were carried out for teachers and advisors on an individual basis. In short, based on the results, it is common for regular schools to include students with ASD and not adapt to the students' needs and inclusion does not happen, in addition, teachers do not consider themselves