O processo de construção de um material educacional na perspectiva da educação matemática inclusiva para um aluno autista

Abstract

In this paper we report an experience lived among students of the Pedagogical Residency Program in Mathematics at the Federal Rural University of Rio de Janeiro, Seropédica campus, and their tutor in a regular Basic Education school. The guiding questions of the research are: How can the experience lived in the context of the Pedagogical Residence influence the training of these undergraduates to teach in an inclusive context, specifically with autistic students? How can this experience influence the training of these graduates and the development of educational material? The general objective of this research is to analyze the possibilities and limits of teaching performance in a collective practice with resident students designed for the inclusion of an autistic student in mathematics classes in a regular classroom. In order to achieve the proposed objectives, we carried out a theoretical survey on the inclusion of autistic people in regular education, analyzing concepts, current education of this specific audience and a literature review on the role of educators and family members, the didactic resources in mathematics classes, the relations between neurodiversity and autism, TEACCH model (Treatment and Education of Autistic and related Communication-handicapped Children), school inclusion of autistic children and a brief discussion between the concepts of autistic person or person with autism. In the sequence, we present a theoretical approach focused on the issue of inclusion, including some ideas by Vygotsky (1996) in his treatise on Defectology, in addition to bringing some considerations on the concepts of disability and “normality”. As an educational product, we will offer trained and undergraduate teachers and teacher educators support material, in the form of a pedagogical notebook, in which we will present the records related to situations experienced during this period, the adaptations made and the main occurrences according to views of the teacher-tutor and resident-interns on the classroom that included the autistic student. As a result, we understand that getting to know autistic students better and their specificities in a collective work is the best way for their inclusion and for the initial mathematical teacher training for inclusion from the experience and sharing of decisions and situations