Desafios do ensino de matemática com estudante de Transtorno do Espectro Autista (TEA): um estudo de caso em uma escola do campo

Abstract

This paper presents a discussion on the teaching of Mathematics in Rural Education aimed at children with Autism Spectrum Disorder (ASD). To this end, the study aimed to propose didactic activities adapted to the reality of an autistic student in a rural school, considering the schooling process for the acquisition of concepts involving the Decimal Number System and operations. It was based on the paradigms of inclusion of people with disabilities; Autism Spectrum Disorder and documents such as the Diagnostic and Statistical Manual of Mental Disorders (DSM), National Common Curricular Base (BNCC), among others. In order to problematize and understand the educational reality of autistic students in rural schools, the following problem-question was raised: What activities can we propose to a child with autism in the conceptual discussion of mathematics? The specific objectives result in: identifying the prior knowledge of the child with ASD according to the concepts involving addition and subtraction in the school environment. During the proposal, we developed didactic/pedagogical activities to develop the student's mathematical literacy, with the aim of stimulating, through educational games, the learning of mathematical language and additive concepts, which were readapted based on the student's learning level. Methodologically, the research was exploratory in nature and had a qualitative approach, using a field diary, questionnaire and interview as data collection instruments. The implementation of activities adapted to the student's reality was proposed, based on a previously developed didactic sequence using mathematical teaching resources in the discussion of the Decimal Number System and operations. The results indicated the importance of adaptation in carrying out the activities, the influence of literacy gaps in the mother tongue and the need for planning adapted to the mathematical content according to the participant's cognitive level. This indicated a long road that must be traveled for effective inclusion. It is concluded that guaranteeing the student's rights to a quality education has a path to follow in the case studied and, naturally, in rural educational institutions, as they require qualified professionals, technological inclusion, dynamic and adaptive planning that respects the Specific Educational Needs (SEN) of each student (with and without autism) and adequate use of Assistive Technologies (AT) in the acquisition of literacy and understanding of basic mathematical concepts.