Banca de QUALIFICAÇÃO: FABIANA DA ROCHA CARVALHO

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : FABIANA DA ROCHA CARVALHO
DATE: 10/07/2026
TIME: 14:00
LOCAL: Formato remoto
TITLE:

PATHS TO INCLUSION: PEDAGOGICAL STRATEGIES FOR TEACHING MATHEMATICAL OPERATIONS TO STUDENTS WITH AUTISM SPECTRUM DISORDER IN THE EARLY YEARS OF ELEMENTARY SCHOOL

KEY WORDS:

Inclusive Education. Autism Spectrum Disorder. Mathematics Education. Arithmetic. Early Years of Elementary School.

PAGES: 111
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This dissertation aims to investigate inclusive pedagogical practices in the teaching of mathematical operations for students with Autism Spectrum Disorder (ASD) in the early years of Elementary School, with the goal of developing a practical guide for teachers. The research is characterized as qualitative and interventive, developed through field diary notes and semi-structured interviews with ten teachers working in the early years of Elementary School at the Municipal Center for Early Childhood and Elementary Education (CMEIEF) Escola Ruth Rocha, all of whom have experience working with students with ASD. Data analysis was inspired by thematic analysis. The results show that the main difficulties in teaching mathematical operations to students with ASD in early Elementary School are related to attention and concentration, the interpretation of word problems, and the learning of more complex mathematical operations, such as multiplication, division, and subtraction with regrouping. Teacher testimonies reveal that these difficulties are not restricted to the students' individual characteristics but are also associated with pedagogical, structural, and training factors, such as large classes, a shortage of adapted materials, lack of planning time, and insufficient specialized human support. Regarding pedagogical practices, teachers highlight the use of concrete materials, games, visual resources, activity personalization, and, complementarily, the use of digital resources as strategies that favor mathematical learning for students with ASD. Furthermore, participants emphasize the importance of coordinated action between the regular classroom and Specialized Educational Services (SES), family involvement, and continuous teacher training for the effectiveness of inclusion. Based on the teachers' contributions, an educational product was developed in the form of a practical guide for teaching mathematical operations to students with ASD, featuring accessible, applicable, flexible, and collaborative proposals. It is concluded that inclusion in mathematics education requires not only differentiated pedagogical strategies but also institutional conditions that favor intentional pedagogical mediation and teaching work, contributing to the guarantee of the right to learning for students with ASD.

COMMITTEE MEMBERS:
Presidente - 2147056 - CARMA MARIA MARTINI
Interna - 2280702 - MARLENE RODRIGUES
Externa à Instituição - ELAINE DA SILVA NANTES