Matemática na educação infantil: relação do ensino e aprendizagem para estudantes com transtorno do espectro autista (TEA).

Abstract

Autism Spectrum Disorder (ASD) refers to a range of conditions characterized by challenges with social skills, repetitive behaviors, speech and nonverbal communication, as well as unique strengths and differences. The difficulty of interaction, socialization and learning generally present in individuals with Autism, leads to the emergence of doubts in most educational institutions and education professionals. This research highlights teaching conceptions about teaching Mathematics to children with Autism Spectrum Disorder (ASD) in Early Childhood Education, exploring the pedagogical strategies used, the importance of continued training and the institutional support necessary for inclusive practices. We sought to outline the object of study by establishing dialogue with authors such as: Mello (2007), Virgulino (2014), Silva (2014), Dawson (2012) and the National Common Curricular Base (BNCC), among others. We opted for a descriptive research with a qualitative approach, applying a semi-structured questionnaire to teachers who work in Early Childhood Education and who have students diagnosed with ASD. Data analysis highlighted the effectiveness of playful activities and concrete materials in teaching mathematics to children with ASD, as well as the relevance of the collaboration of a multidisciplinary team. This study contributes to an understanding of inclusive educational practices, promoting a more equitable educational environment.