DESAFIOS DE ESTUDANTES AUTISTAS NA APRENDIZAGEM DA MATEMÁTICA SEGUNDO PERCEPÇÕES DOCENTES

Abstract

The inclusion of students with Autism Spectrum Disorder (ASD) in Mathematics teaching poses challenges that demand flexible pedagogical practices. This study sought to identify, based on teachers' perceptions, the interactions, communication, and difficulties faced by students with ASD, considering their relationship with peers and school content. The qualitative research was carried out in a public high school in São Bento do Sul (SC), Brazil, with five teachers (two Mathematics teachers and three second teachers) and five students with ASD. The data, obtained through interviews in conversation circles, were analyzed using Discursive Textual Analysis, resulting in three categories: socialization and interaction, mathematics learning, and curricular adaptation. The results showed a wide diversity of profiles, varying in social skills and academic performance. Some students showed autonomy and good performance; others required intensive support and adaptations. The role of the second teachers proved fundamental in mediating interactions and in the use of differentiated strategies. The importance of individualized pedagogical planning that meets specific needs, promoting learning and social inclusion, was evidenced. It is concluded that flexible and welcoming pedagogical practices are essential to overcome barriers and align teaching with the social model of disability, prioritizing the individuality of the student.