Metodologias alternativas no ensino inclusivo de matemática para estudantes autistas

Abstract

The present work has the general objective to identify the advantages (and disadvantages) of the methodological strategies developed in the pedagogical interventions, considering the pre-established guidelines and the results of studies analyzed in the inclusive teaching of autistics in the discipline of mathematics. As specific objectives, we have to know the main characteristics of autistic behavior, as well as analyze their history and insertion in the classroom. To achieve these goals, a bibliographic survey of online journals, Qualis A1 and A2, was carried out on the Sucupira portal. The search was motivated by magazines that dealt with education, teaching, mathematics or psychology, and, within these, articles were sought whose theme was the inclusion of autistic people in the discipline of mathematics. After reading the articles, a final study was carried out with 12 articles, from which 4 categories of analysis emerged. From the analysis, it was provided the understanding that the use of different didactic interventions can contribute to a better quality teaching and learning for autistic students in the mathematics discipline.