Estratégias metodológicas para o ensino de matemática : inclusão de um aluno autista no ensino fundamental

Abstract

Mathematics teaching faces a lot of challenges nowadays. It shows a high index of school failure. In the Inclusive Education context, this field is still more complicated. Therefore, it is necessary to change paradigms, techniques, methods, resources, and strategies so that the student develops your skills potential. This thesis aims to analyze methodological strategies that are needed to mediate the process of learning and teaching in cases of a student with Autism Spectrum Disorder (ASD). It is qualitative research whose method used is action research as critical-collaborative research. The research was realized at a regular school where weekly visitations were made for 12 months. To this research activation, the data collection instrument was a participant observation, reunion with teachers and collaborative work at the classroom of a student. To registration, was used the field diary and descriptive analytical reports. As results, stand out: the necessity of the management involvement at the inclusive process; there are gaps in the dialog between the teacher of the Specialized Educational Assistance (EEA) class and the regular class; there are the necessity of specifics strategies for the use of Alternative Communication; independent of the autism diagnostic the student can get mathematics concepts and develop the mental superior functions if differentiated strategies are used; historic marcs of prejudices about the capacity of learning to the student with disorder need to be overcome. It concludes that, when understand the difficulties founded ate the teaching and learning process of Mathematics and when utilizes differentiated methodological strategies, it is possible that the student with ASD learn and be included at the scholar system and in the society.