Ensino da Matemática para alunos com Transtorno do Espectro Autista: um estudo sobre o planejamento de tarefas na perspectiva da Teoria da Objetivação

Abstract

This research is inserted in the context of Special Education and presents an investigation about the planning of Mathematics teachers' tasks for students with Autistic Spectrum Disorder (ASD). To do so, we sought an answer to the following guiding question: What aspects does the teacher consider when preparing tasks that enhance the encounter between students with ASD and mathematical knowledge? And we defined the objective: to understand aspects considered by the teacher in his planning as potentiating the possibility of the student with Autistic Spectrum Disorder (ASD) meeting with mathematical knowledge involving mathematical objects addressed in the scope of the final years of Elementary and High School. In line with our research intention, we carried out a bibliographical survey, which revealed an increase in studies aimed at teaching Mathematics to students with ASD in the period considered. These studies bring relevant aspects about the planning of teacher tasks that enhance the possibility of meeting the student with ASD with mathematical knowledge, which we highlight: learning assessment; relationship with the family and among students; teacher and research; planning and didactic-pedagogical strategies and resources. We adopted qualitative research as methodological path and as main data collection instruments we relied on semi-structured interviews and task planning documented by teachers. Our research subjects were a regular classroom teacher and two Specialized Educational Care (AEE) teachers. As a theoretical contribution, we adopted the assumptions of the Theory of Objectification (TO), idealized by Luis Radford, whose contribution was to offer a guiding model for analysis categories, namely: general considerations; considerations relating to mathematical problems and considerations specific to human collaboration. Through these categories, it was possible to identify aspects of the planning of tasks prepared by the teacher that enhance the possibility of the student with ASD meeting with mathematical knowledge during a teaching-learning activity. We conclude that, in order to enhance the possibility of the student with ASD meeting mathematical knowledge, it is necessary to align aspects of the teacher's planning with the mathematical object, teaching objectives, prerequisites, resources, description and organization of the environment and main characteristics of the student with ASD