O ensino da matemática e os desafios da comunidade escolar campesina no processo de escolarização de crianças autistas

Abstract

This study presents a discussion on the teaching of Mathematics in Rural Education focused on children with Autism Spectrum Disorder (ASD). The main objective was to discuss didactic activities that can be applied to autistic students in rural schools, considering the schooling process for acquiring mathematical concepts involving the Decimal Number System and the additive operation. The research is based on Gérard Vergnaud’s (1996) Theory of Conceptual Fields, Eugênio Cunha’s (2015) reflections on inclusive pedagogical practices and approaches aimed at students with ASD, and the guidelines of the Base Nacional Comum Curricular (BNCC), among others. To problematize and understand the educational reality of teaching Mathematics to autistic students in rural schools, the following questions were raised: How can Mathematics be discussed in the early years with autistic children? How can additive concepts be addressed with children with ASD in rural schools? The study adopts a qualitative and exploratory methodological approach, with data collected through observations, questionnaires, interviews, and activity records. The results showed that the students progressed in understanding the Decimal Number System and additive operations by manipulating golden material and engaging in adapted playful activities, which fostered motivation, autonomy, and the transition from concrete to abstract thinking. The interviews revealed that there is still a gap in students’ learning development and a lack of pedagogical support from school management to assist in the creation of adapted activities. It is concluded that by recognizing the particularities of ASD and valuing Rural Education, this research contributes to building a more inclusive, accessible, and meaningful rural school for all.