Os desafios e estratégias de professores de matemática com alunos que apresentam transtorno espectro autista em duas escolas da rede pública da cidade de Mamanguape-PB

Abstract

The inclusion of students with Autism Spectrum Disorder (ASD) is still a process under construction, often focused on the child. This work addresses Inclusive Education through the eyes of Elementary School Mathematics teachers in two schools located in the city of Mamanguape-PB, one of the State Network and one of the Municipal Network, which have different resources for teachers to work with. Students with ASD. In order to raise the issue of challenges and strategies adopted by these teachers to work with students with ASD in their daily lives. Classes of Mathematics teachers were observed in classes from 6th to 9th grade during the period of one month, in addition, an interview was carried out with Mathematics teachers who teach or have already taught classes in Elementary Education in these two schools for students with ASD in order to to report a reality experienced in the classroom through the eyes of the teacher, where they report their difficulties in the classroom and the lack of preparation to work with such students. Raising the question even though the topic of Inclusion is quite reverberated, in particular, the Licentiate in Mathematics course does not present a preparation for teachers to work with this reality, causing a gap in teacher training on the teaching of Inclusive Mathematics. Evidencing the need to include not only in the curriculum of the Mathematics Degree, but in all degrees, disciplines that discuss inclusive special education and that point out strategies for adapting activities that benefit learning and overcoming difficulties.