In this dissertation we present a didactic proposal with Geometry teaching practices,
according to the model of Van Hiele, and their contributions to the mathematical literacy of
students and students with intellectual disabilities in High School, in partnership with the
resource room in view of their contribution to the mathematical literacy process. It aimed to
propose, analyze and evaluate the contribution of the activities of the “Proposal for teaching
Geometry according to the Van Hiele model, to promote the mathematical literacy of students
and students with intellectual disabilities”, developing a didactic proposal for the teaching of
perimeter and areas of circular figures, using cylinders and cones according to the Van Hiele
model through the use of manipulable materials, relating mathematical literacy and the Van
Hiele model, in such a way that they contribute to the teaching of geometry to students and
students with intellectual disabilities. The proposal contributed with methodologies that attend
and assist the pedagogical work in the High School, from the point of view of the construction
of the knowledge and the development of the geometric thought. This research, in terms of its
nature, is theoretical, descriptive, and is characterized as a qualitative approach, has a
bibliographic nature, and brings as a study center students and students with intellectual
disabilities, their learning in the context of regular school and school. resource room. We
emphasize that the conclusions presented here are neither unique nor definitive, as is
characteristic of qualitative research. The proposal presented in this research can be
considered as an opportunity to test new practices that provide greater learning to students and
students with intellectual disabilities, aimed at their autonomy.
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