Educador e autismo: desafios frente a inclusão de aluno com TEA no ensino da matemática

Abstract

In this article, we present the results of a qualitative research developed with the objective of analyse the methodological experiences lived by mathematics teachers who work with autistic students in the process of inclusion in the 7th year of elementary school in the municipality of Parintins-Amazonas. The methodological strategies of the study were bibliographic research, semi-structured interviews and direct observation, and the triangulation method was adopted for data analysis. The subjects of the research were three full professors in the classroom and a specialized care teacher who work with autistic students. The theoretical part is based on the ideas of Monteiro (2023), Neves (2023), Doubrawa (2023), Dos Santos Filho (2023) and Fonseca (2022). The results show the lack of adequate preparation and/or continuing education to work with autistic students, and that teaching aimed at students with ASD can be a link between the SEA teacher and the regular classroom teacher bringing strategies together and thus there can be in fact the process of inclusion of this student.