Inclusão de estudantes com transtorno do espectro autista no ensino de matemática: uma revisão sistemática de práticas e desafios

Abstract

The inclusion of students with Autism Spectrum Disorder (ASD) in the Brazilian educational landscape is driven by social transformations and public policies that ensure the right to quality education and respect for diversity. Considering the importance of this theme, this dissertation presents a Systematic Literature Review (SLR), which aimed to analyze scientific articles published in Brazil (2015-2024) addressing the inclusion of students with ASD in Science and Mathematics education. The SLR was structured based on the PRISMA protocol, and the selection of study materials was carried out using the CAPES Periodicals Portal database, through the use of specific keywords and defined inclusion and exclusion criteria. Methodologically, the research adopted a qualitative approach based on the SLR. Data analysis was essentially qualitative, aiming to explore theoretical contributions and gaps. The quantitative aspect, such as identifying the percentage of national production by region, was employed only to provide the reader with the geographical distribution of the studies, without the intent of quantifying or influencing the research results themselves. The results reveal that the learning of students with ASD is enhanced by the intentional use of concrete materials, semiotic resources, and assistive technologies, such as Educational Digital Technologies and the PECS system. It was evidenced that strategies based on Cultural-Historical Psychology and Critical Mathematics Education promote greater engagement and active participation. However, a regional concentration of research was identified in the South and Southeast regions. The conclusions indicate that the effectiveness of inclusion intrinsically depends on the continuing education of teachers, focusing on Pedagogical Content Knowledge adapted to neurodiversity, and on institutional support. The study highlights the need for longitudinal research and greater systematization of pedagogical practices to overcome structural and attitudinal barriers, consolidating inclusion as a continuous process of cultural and pedagogical transformation.