A CONSTITUIÇÃO DO “SER AUTISTA” NAS AULAS DE MATEMÁTICA EM ESCOLAS COMUNS: UMA PESQUISA BIBLIOGRÁFICA

• Autor(a) principal: Borges, Fábio Alexandre
• Data de Publicação: 2020
• Outros Autores: Fernanda Borges de Araujo Walker, Dayane
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Teoria e Prática da Educação (Online)
• Texto Completo: https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/53493
• topic: Autismo. Educação Matemática Inclusiva. Pesquisa Bibliográfica.

The main objective of this investigation, of the bibliographic type, was to investigate which aspects are highlighted in Brazilian research on the teaching of Mathematics for autistic people. As a selection criterion, we opted for articles from scientific journals and Master's dissertations. The journals should be Brazilian, with publications of the type online between 2008 and 2019 and whose titles should include the words "education", "education" and / or "Mathematics". The search resulted in 102 journals found. For the search for articles in journals, the criterion was also of national texts that contained in their title and / or summary the keywords “autism” and “autistic”, totaling 158 articles, seven of which were selected because they were specifically focused for publications on teaching mathematics to autistic students. For the selection criteria in dissertations, we sought those published in the period from 2009 to 2019 and with the words "autistic" and "mathematics" in the title. After reading them and considering the general objective of each research, the following units of analysis were generated: the teaching and learning processes of Mathematics for / by students with autism; inclusive practices in mathematics classes for students with autism; didactic / pedagogical resources for teaching mathematics to students with autism; social interaction in teaching environments with autistic students.