Trajetória de um aluno autista no Ensino  Técnico em Informática / Trajectory of an autistic student in Teaching Computer Technician

Cargnin, Claudete; Frizzarini, Sílvia Teresinha; Aguiar, Rogério de

doi:10.14393/er-v25n3a2018-14

Cited by 2 publications

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“…Considering that one of the characteristics of TEA is the difficulty with social interaction (although such a characteristic cannot be standardized for everyone), the texts presented here also reveal the importance of promoting tasks and environments that provide interaction as a form of inclusion of these subjects in the common school spaces. The authors Cargnin, Frizzarini and Aguiar (2018) the experience of a mathematics teacher who was teaching in a technical course at a public university who, when she encountered a student diagnosed with ASD, was concerned about her pedagogical actions, in the sense of adapting to the needs of that student, who presented difficulties in social interaction. Despite his good performance in Mathematics, the student sought ways not to participate, a fact that bothered the teacher, making her feel powerless because she could not understand the reason for not participating and, consequently, could not help him.…”

Section: The Teaching Of Mathematics For Autistsmentioning

confidence: 99%

Possible Relationships Between Teaching Conceptions and Practices With Autistic Students in Mathematics Classes

WALKER,

BORGES

2024

Educ. rev.

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Considering the specificities of the autistic student and the perception of a significant increase in the number of enrolled in Basic Education, the present study was permeated around the following general objective: to investigate teachers' conceptions about the autistic student and practices in Mathematics Teaching possibly directed by these conceptions. The research approach, of the qualitative type, used as a procedure for data production semi-structured interviews, applied to eight teachers who teach Mathematics in classes where, among the students, there are autistics. For data analysis, some elements of Content Analysis were considered. From the defined categories, it was possible to conclude that: a) the practices with autistic students are different from the practices developed with the other students; b) in the conception of the research subjects, the inclusion of the autistic student proves to be a challenge for those involved in this journey; c) the lack of initial and continuous training and the inexperience with autistic people inside and outside the school context makes knowledge about autism even more precarious and, because of that, the teacher's role as a mediator in the inclusion process becomes limited; d) there is a need for structural support so that the teaching practice with autistic students happens in a more appropriate way; e) Mathematics is a discipline that favors the teaching and learning of the autistic, when approached from practical methodologies, with themes focused on the daily lives of these students; and f) there are valuations about the use of digital technologies in practices with autistic students.

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Section: The Teaching Of Mathematics For Autistsmentioning

confidence: 99%

Possible Relationships Between Teaching Conceptions and Practices With Autistic Students in Mathematics Classes

WALKER,

BORGES

2024

Educ. rev.

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Relações Possíveis Entre Concepções E Práticas Docentes Com Estudantes Autistas Nas Aulas De Matemática

WALKER,

BORGES

2024

Educ. rev.

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RESUMO: Considerando as especificidades do estudante autista e a percepção de um significativo aumento no número de matriculados na educação básica, o presente estudo foi permeado em torno do seguinte objetivo geral: investigar concepções docentes acerca do estudante autista e práticas no ensino de Matemática possivelmente direcionadas por essas concepções. A abordagem da pesquisa, do tipo qualitativa, utilizou, como procedimento para a produção de dados, entrevistas semiestruturadas aplicadas a oito professoras que ensinam Matemática em turmas em que, dentre os estudantes, há autistas. Para a análise dos dados, foram considerados alguns elementos da Análise de Conteúdo. A partir das categorias definidas, foi possível concluir que: a) as práticas com estudantes autistas são diferenciadas das práticas desenvolvidas com os demais estudantes; b) na concepção dos sujeitos da pesquisa, a inclusão do estudante autista se mostra desafiadora aos envolvidos; c) a falta de formação inicial e continuada e a inexperiência com autistas dentro e fora do contexto escolar torna o conhecimento acerca do autismo ainda mais precário e, por conta disso, a atuação do professor enquanto mediador no processo de inclusão torna-se limitada; d) há necessidade de apoio estrutural para que a prática docente com estudantes autistas aconteça de modo mais adequado; e) a Matemática é uma disciplina que favorece o ensino e a aprendizagem do autista quando abordada a partir de metodologias práticas, com temáticas voltadas ao cotidiano desses estudantes; e f) há valorações acerca do uso de tecnologias digitais em práticas com estudantes autistas.

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Trajetória de um aluno autista no Ensino Técnico em Informática / Trajectory of an autistic student in Teaching Computer Technician

Cited by 2 publications

References 0 publications

Possible Relationships Between Teaching Conceptions and Practices With Autistic Students in Mathematics Classes

Possible Relationships Between Teaching Conceptions and Practices With Autistic Students in Mathematics Classes

Relações Possíveis Entre Concepções E Práticas Docentes Com Estudantes Autistas Nas Aulas De Matemática

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