O ensino-aprendizagem de matemática de estudantes com Transtorno do Espectro Autista nos anos iniciais do Ensino Fundamental

• Ano de defesa: 2024
• Autor(a) principal: Paiva, Adriana Borges de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Educação
• Palavras-chave em Português: Matemática; Mathematics; Transtorno do Espectro Autista; Autism Spectrum Disorder; Propostas metodológicas; Methodological purposes; Ensino; Teaching; Aprendizagem; Learning; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Educação; ODS::ODS 10. Redução das desigualdades - Reduzir as desigualdades dentro dos países e entre eles.
• Link de acesso: https://repositorio.ufu.br/handle/123456789/41451; http://doi.org/10.14393/ufu.te.2024.300

This research was initiated based on the following question: what are the methodological proposals for the development of the Mathematics teaching-learning process, aimed at students with Autism Spectrum Disorder (ASD) in the early years of Elementary School? In addition, the aim was to study, identify, analyze and describe some methodological proposals. To respond the proposed problem and achieve the objectives outlined, the investigation was developed using a qualitative approach, more specifically through meta-analysis, relating to the studies by Fiorentini and Lorenzato (2012). Initially, a study was carried out on some methodological proposals when considering, in general, the scenario of school difficulties that has caused a high rate of dropout, failure and negative results in assessments. Next, ASD today was conceptualized and systematized and the main ideas about the dyad of disturbances present in the aforementioned disorder were described, that is, social interaction and restricted and repetitive patterns of behavior, interests or activities. In the following section, various legislation specific to people with disabilities, especially people with autism, their rights and important issues to assist in personal and academic development were listed. Furthermore, the relevance of specific teacher training and the necessary bases for education to be capable of promoting real changes in people’s lives were described, according to their limitations and capabilities that go against the standardized teaching that has remained in force for decades. In the final considerations, the essential characteristics of people with autism were revisited to relate them to methodological proposals, in order to analyze those that could, in fact, contribute to students with ASD in the early years of Elementary School. This thesis aimed to reflect on some aspects of teaching-learning Mathematics for students with autism to understand flaws, challenges, barriers reduction to learning and contributions to the educational system being egalitarian and respectful towards those who are different.