Incluir não é Apenas Socializar: as Contribuições das Tecnologias Digitais Educacionais para a Aprendizagem Matemática de Estudantes com Transtorno do Espectro Autista

Abstract

* Meste em Educação pela Universidade Federal de Alfenas (UNIFAL-MG). Professora de Educação Especial na Prefeitura Municipal de Poços de Caldas (PMPC), Poços de Caldas, Minas Gerais, Brasil. Endereço para correspondência: Praça Paulo Afonso Junqueira, 55 – Vila Cruz, Poços de Caldas, Minas Gerais, Brasil, CEP: 37701-420. E-mail:ancrisou@gmail.com. ** Doutor em Educação Matemática pela Universidade Estadual Paulista (UNESP). Docente do Programa de Pós-Graduação em Educação e do Departamento de Matemática da Universidade Federal de Alfenas (UNIFAL-MG), Alfenas, MG, Brasil. Endereço para correspondencia: Rua Gabriel Monteiro da Silva 700, Centro, Alfenas, MG, Brasil, CEP: 37130-001. E-mail: guilhermehgs2@gmail.com. ISSN 1980-4415 DOI: http://dx.doi.org/10.1590/1980-4415v33n65a16 Bolema, Rio Claro (SP), v. 33, n. 65, p. 1305-1330, dez. 2019 1306 The inclusion of students with Autism Spectrum Disorder (ASD), although supported by Brazilian Legislation, represents a major challenge for regular schools and it is far from being a reality. Inclusion implies the offer of enrollment and full access to the school curriculum, with the necessary adaptations. However, in general, this is not the case, since many pedagogical actions, often supported by an idea that students with ASD cannot learn, still engage in exclusionary practices that do not take into account the singularities of these students. In order to counteract this view and to present alternatives that can contribute to the ASD students’ has full access to the school curriculum, this paper discusses results of a research which objective was to understand the contributions of digital educational technologies to the mathematical learning of students with ASD. Through the case study methodology, data were produced from weekly meetings with two ASD students that were in the initial phase of schooling. They were included in a regular classroom. This study shows evidence of contributions to the students’ development in relation to the construction of mathematical concepts. In addition, it shows that the use of technological resources may represent a pedagogical alternative in the work with ASD students, since their involvement with computerized activities allowed for the construction of mathematical concepts that they previously could not do in a non-digital environment.