Metodologias de ensino com recursos da sala de AEE: perspectiva para o ensino de matemática de alunos autistas

Abstract

This thesis addresses the impact of teaching methodologies with resources from the Specialized Educational Assistance (AEE) classroom on the teaching of mathematics to autistic students. The primary objective was to analyze the contributions of these teaching methodologies with pedagogical resources from the AEE classroom to the learning of mathematics by autistic students. The study aimed to understand how these methodologies and resources contribute to the learning process. To achieve this objective, a methodology combining bibliographic and field approaches with a qualitative methodology was used, based on Severino’s (1942) perspective on the consolidation of the student's formative process. The research highlighted the importance of communicative interaction with research collaborators and the researcher. The results indicate that the educational environment, where interaction among educators, students, and educational resources takes place, directly influences the learning process. The conclusions suggest that the study shows that material manipulation and the use of visual/interactive techniques are important for building knowledge among these students. Additionally, playful activities and interactive methods were found to be effective in teaching mathematics to autistic students in the AEE classroom. The research data underscored that continuous adaptation of resources and methodologies is vital, that teachers need ongoing training, and that coordination between the AEE classroom and regular education is essential for effective mathematics learning.