Transtorno do espectro autista e matemática: mediações para o ensino e aprendizagem nos anos iniciais durante a pandemia

Abstract

When considering the suspension of face-to-face classes, due to the pandemic and the adoption of an emergency remote teaching model, the present study was carried out from the guiding question: What pedagogical mediations and strategies can contribute to the process of learning Mathematics of a student with ASD in the face of the pandemic context of Covid-19? Therefore, the objective was to investigate the mediations during the teaching and learning process of mathematical content to a student with ASD carried out during Emergency Remote Teaching in the context of the pandemic. The theoretical frameworks that supported this research were based on studies on mediated learning, according to the concepts of Vygotsky and Feuerstein, on inclusion, Autism Spectrum Disorder (ASD) and on the teaching of Mathematics in a holistic and inclusive. The research was developed in a qualitative approach, from the perspective of investigating the practice itself. The instruments used for the production of data consisted of transcriptions and analysis of recordings of individual and remote meetings with a student in the early years of Elementary School, in field notes on the observations of these meetings and the activities carried out. The analyzed data constructed were separated into two categories: the mediations carried out using manipulative materials and the mediations carried out using technological resources. At the end of the study, it was possible to analyze that the mediations carried out with the student through the use of manipulative materials and technological resources during synchronous consultations resulted in important moments of involvement and learning, reinforcing the idea that every subject can learn, regardless of their conditions as they are exposed to stimuli, to appropriate learning tools that make sense, highlighting the importance of the teacher's view of the learning situations proposed in their plans. Under this bias, considering the specificities and potential of the student, in addition to a clinical diagnosis, were essential factors to trace the paths taken and the bridges built in this research work. Some extremely important issues were observed, such as the work developed based on the student's axes of interest, which could only be planned in partnership with the family. The research on the practice itself made it possible to re-signify the teaching action in order to bring the reflection that there are no insurmountable paths towards the construction of bridges to knowledge, even in adverse conditions, such as the pandemic, as long as it is possible to understand the existing paths, and that planning and choices are made to tread the paths taking into account their specificities.