Educação matemática e o Transtorno do Espectro Autista (TEA): entrevista com professores da educação básica de duas instituições de ensino da cidade de Porangatu-GO

Abstract

The present work aimed to analyze the pedagogical and educational knowledge constructed by Mathematics teachers and Support Teachers (Support Teachers are education professionals des- ignated to offer additional support to students with special needs, aiming to promote inclusion and ensure that these students achieve its maximum potential in the school environment.) in re- lation to students with Autism Spectrum Disorder (ASD), given its relevance in contributing to the implementation of inclusive education. Teachers play an important role in the learning of au- tistic people and must provide them with mathematical knowledge, relevant contexts for their development and social aspects, and must understand that including them in regular classrooms means overcoming obstacles, especially prejudices, that still exist in society . The study will have a qualitative approach, employing a field study, based on bibliographical research, using semi-structured interviews as a data collection instrument. The settings chosen for the research were the Goiás State Military Police College Tomaz Martins da Cunha and the Euzébio Martins da Cunha Municipal School, located in the city of Porangatu-GO. The participants in this study will be Mathematics teachers. The relevance lies in the need to reflect on the importance of in- clusive education and Mathematics based on the individuality of students with ASD through adaptive teaching practices that end up leading to meaningful learning for these students. By be- ing based on significant contributions from renowned experts, this study seeks to consolidate a robust theoretical base, such as: Cunha (2017), Kanner (1943), Capellini (2018), among others.