Autismo e a formação de professores de matemática: uma revisão sistemática de literatura

Abstract

The general objective of this research is to analyze academic productions that address aspects related to the training of mathematics teachers to work with students with Autism Spectrum Disorder (ASD). To this end, we used the Systematic Literature Review (RSL) as a methodology, considering as a basis for data collection the Catalog of Theses and Dissertations of the Foundation Coordination for the Improvement of Higher Education Personnel (CAPES) with the aim of answering the guiding question: How are Brazilian theses and dissertations on Autism Spectrum Disorder configured, especially with regard to the training of Mathematics teachers? After careful classification and refinement, we obtained nine dissertations that were analyzed in full, six of which resulted from Professional Master's programs and three from Academic Master's programs. Of these, five with applications in the area of mathematics, a playful mediation with autistic students on mathematical content, and four that have as a product booklets with information and tips for other teachers on, mainly, adaptations of content using playful activities, including the application of teacher training on adapting assessments and, four works that deal with interviews with mathematics teachers and families of autistic students, one of which involves the implementation of a workshop on ASD online for teachers. With this research it was possible to verify that the training of mathematics teachers aimed at autistic audiences is still a very little explored topic, but with great possibilities for advancement due to the growing demand for information on the subject, given the increase in the number of autistic students included in regular schools. Therefore, it is estimated that more research and, mainly, training in this area may emerge, especially aimed at teachers in specific areas.