É conhecendo que se entende: desmistificando as produções científicas sobre autismo
This work is the result of the experiences of the present authors throughout their journeys in the Full Degree in Mathematics. The choice of the theme regarding the teaching of mathematics to autistic students was not a random choice, but rather, built and inspired in the midst of the events that oc...
| Autor principal: | SILVA, Gabriel Martins |
|---|---|
| Outros Autores: | GUIMARÃES, João Pedro Quaresma |
| Grau: | Trabalho de Conclusão de Curso - Graduação |
| Publicado em: |
2024
|
| Assuntos: |
| id |
oai:https:--bdm.ufpa.br:8443:prefix-7085 |
|---|---|
| recordtype |
dspace |
| spelling |
oai:https:--bdm.ufpa.br:8443:prefix-70852024-10-31T12:52:20Z É conhecendo que se entende: desmistificando as produções científicas sobre autismo SILVA, Gabriel Martins GUIMARÃES, João Pedro Quaresma LIMA, Reinaldo Feio http://lattes.cnpq.br/9408343501581038 https://orcid.org/0000-0003-2038-7997 Autismo Ensino Matemática Plataformas digitais Pesquisa bibliográfica Autism Teaching Mathematics Digital platforms Bibliographic research CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL This work is the result of the experiences of the present authors throughout their journeys in the Full Degree in Mathematics. The choice of the theme regarding the teaching of mathematics to autistic students was not a random choice, but rather, built and inspired in the midst of the events that occurred during this incredible event. However, this work is composed by the junction of two Book Chapters published in E-books. Chapter I sought to indicate possible solutions for autistic students to learn mathematics. To achieve this research, the technique of bibliographic analysis was used, this technique, according to Gil (2002, p. 44), is developed based on materials already available, consisting mainly of books and scientific articles. The locus of this research was the annals of the 2019 and 2020 editions of the National Meeting of Inclusive Mathematics Education (ENEMI). After the search, a corpus was formed, with a total of 18 articles. And with the reading of the articles, tables were created grouping the works among them by similarity based on selected thematic axes. However, after the analysis of the articles, it was understood that for the inclusion of autistic students to be adequate, three basic conditions are necessary, namely: 1) Know and study the characteristics common to people with autism; 2) Define the form of educational assistance to be offered, concomitantly with the common class; and 3) Develop appropriate pedagogical strategies in the classroom, responding to the special educational needs of students with autism, which should be systematically evaluated (MENEZES, 2012; PLETSCH, 2014). Chapter II investigated the scientific productions, with emphasis on Elementary School 1 and 2, on the teaching of Mathematics directed to autistic individuals. This objective was achieved through a bibliographic research that, according to Sampieri, Collado and Lucio (2013), is mainly based on secondary sources, which are works that synthesize and interpret information from primary sources as original research studies. For the data collection of this study, the renowned digital platforms were used: Coordination for the Improvement of Higher Education Personnel (CAPES) and the Brazilian Digital Library of Theses and Dissertations (BDTD), and there was a selection of 24 works, 20 dissertations and 2 theses. Data were analyzed using the techniques of Booth, Sutton, and Papaioannou (2016), which involve the identification of relevant studies, systematization of information, grouping and categorization, synthesis, and critical analysis. In short, some of the results highlighted with Figure 1 that studies aimed at teaching mathematics to autistic students are recent, with a higher rate in 2020. It is worth noting that the Southeast is the region that predominated in relation to the number of publications found in Chapters I and II. Therefore, writing this work as a whole has unleashed valuable knowledge for the training of the present authors as future professionals qualified to exercise the profession with excellence, and that they are grateful for contributing to the scientific community. Este trabalho é fruto das vivências dos presentes autores ao longo de suas jornadas no curso de Licenciatura Plena em Matemática. A escolha da temática a qual tange o ensino de matemática para alunos autistas, não foi uma escolha aleatória, mas sim, construída e inspirada em meio aos acontecimentos ocorridos durante essa incrível caminhada. Entretanto, este trabalho é composto pela junção de dois Capítulos de Livros publicados em E-books. O Capítulo I buscou indicar possíveis soluções para que estudantes autistas possam aprender matemática. Para alcançar essa pesquisa utilizou-se a técnica de análise bibliográfica, essa técnica, de acordo com Gil (2002, p. 44), é desenvolvida com base em materiais já disponíveis, constituídos principalmente de livros e artigos científicos. O lócus dessa pesquisa foi os anais das edições 2019 e 2020 do Encontro Nacional de Educação Matemática Inclusiva (ENEMI). Após ser realizado a busca formou-se o corpus, com o total de 18 artigos. E com a leitura dos artigos, foram criados quadros agrupando os trabalhos entre eles por similaridade a partir de eixos temáticos selecionados. Contudo, após a análise dos artigos, foi entendido que para que a inclusão do aluno autista seja adequada é necessário três condições básicas, são elas: 1) Conhecer e estudar as características comuns às pessoas com autismo; 2) Definir a forma de atendimento educacional a ser ofertado, concomitantemente com a turma comum; e 3) Desenvolver estratégias adequadas de atuação pedagógica em sala de aula, respondendo às necessidades educacionais especiais de alunos com autismo, as quais devem ser avaliadas sistematicamente (MENEZES, 2012; PLETSCH, 2014). O Capítulo II investigou as produções científicas, com ênfase no Ensino Fundamental 1 e 2, sobre o ensino de Matemática direcionado a indivíduos autistas. Esse objetivo foi alcançado por meio de uma pesquisa bibliográfica que para Sampieri, Collado e Lucio (2013), baseiase principalmente em fontes secundárias, que são trabalhos que sintetizam e interpretam informações de fontes primárias como estudos de pesquisa originais. Para a coleta de dados desse estudo utilizou-se as renomadas plataformas digitais: Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) e a Biblioteca Digital Brasileira de Teses e Dissertações (BDTD), e houve a seleção de 24 trabalhos, sendo 20 dissertações e 2 teses. Os dados foram analisados empregando as técnicas de Booth, Sutton e Papaioannou (2016), que envolvem a identificação de estudos relevantes, sistematização da informação, agrupamento e categorização, síntese e análise crítica. Em suma, alguns dos resultados destacou-se com a Figura 1 que os estudos voltados ao ensino de matemática para alunos autistas são recentes, tendo maior índice em 2020. É valido ressaltar que sudeste é a região que predominou em relação ao número de publicações encontradas nos Capítulos I e II. Portanto, escrever este trabalho como um todo, desencadeou saberes valiosos para a formação dos presentes autores como futuros profissionais qualificados para exercer a profissão com excelência, e que os mesmos estão gratos por contribuírem com a comunidade cientifica. 2024-07-30T17:57:39Z 2024-07-30T17:57:39Z 2023-12-21 Trabalho de Conclusão de Curso - Graduação SILVA, Gabriel Martins; GUIMARÃES; João Pedro Quaresma. É conhecendo que se entende: desmistificando as produções científicas sobre autismo. Orientador: Reinaldo Feio Lima. 2023. 56 f. Trabalho de Conclusão de Curso (Licenciatura em Matemática) – Faculdade de Ciências Exatas e Tecnologia, Campus Universitário de Abaetetuba, Universidade Federal do Pará, Abaetetuba, 2023. Disponível em: https://bdm.ufpa.br/jspui/handle/prefix/7085. Acesso em:. Acesso Aberto Disponível na internet via correio eletrônico: bibabaetetuba@ufpa.br |
| institution |
Biblioteca Digital de Monografias - UFPA |
| collection |
MonografiaUFPA |
| topic |
Autismo Ensino Matemática Plataformas digitais Pesquisa bibliográfica Autism Teaching Mathematics Digital platforms Bibliographic research CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL |
| spellingShingle |
Autismo Ensino Matemática Plataformas digitais Pesquisa bibliográfica Autism Teaching Mathematics Digital platforms Bibliographic research CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL SILVA, Gabriel Martins É conhecendo que se entende: desmistificando as produções científicas sobre autismo |
| topic_facet |
Autismo Ensino Matemática Plataformas digitais Pesquisa bibliográfica Autism Teaching Mathematics Digital platforms Bibliographic research CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL |
| description |
This work is the result of the experiences of the present authors throughout their journeys in the Full Degree in Mathematics. The choice of the theme regarding the teaching of mathematics to autistic students was not a random choice, but rather, built and inspired in the midst of the events that occurred during this incredible event. However, this work is composed by the junction of two Book Chapters published in E-books. Chapter I sought to indicate possible solutions for autistic students to learn mathematics. To achieve this research, the technique of bibliographic analysis was used, this technique, according to Gil (2002, p. 44), is developed based on materials already available, consisting mainly of books and scientific articles. The locus of this research was the annals of the 2019 and 2020 editions of the National Meeting of Inclusive Mathematics Education (ENEMI). After the search, a corpus was formed, with a total of 18 articles. And with the reading of the articles, tables were created grouping the works among them by similarity based on selected thematic axes. However, after the analysis of the articles, it was understood that for the inclusion of autistic students to be adequate, three basic conditions are necessary, namely: 1) Know and study the characteristics common to people with autism; 2) Define the form of educational assistance to be offered, concomitantly with the common class; and 3) Develop appropriate pedagogical strategies in the classroom, responding to the special educational needs of students with autism, which should be systematically evaluated (MENEZES, 2012; PLETSCH, 2014). Chapter II investigated the scientific productions, with emphasis on Elementary School 1 and 2, on the teaching of Mathematics directed to autistic individuals. This objective was achieved through a bibliographic research that, according to Sampieri, Collado and Lucio (2013), is mainly based on secondary sources, which are works that synthesize and interpret information from primary sources as original research studies. For the data collection of this study, the renowned digital platforms were used: Coordination for the Improvement of Higher Education Personnel (CAPES) and the Brazilian Digital Library of Theses and Dissertations (BDTD), and there was a selection of 24 works, 20 dissertations and 2 theses. Data were analyzed using the techniques of Booth, Sutton, and Papaioannou (2016), which involve the identification of relevant studies, systematization of information, grouping and categorization, synthesis, and critical analysis. In short, some of the results highlighted with Figure 1 that studies aimed at teaching mathematics to autistic students are recent, with a higher rate in 2020. It is worth noting that the Southeast is the region that predominated in relation to the number of publications found in Chapters I and II. Therefore, writing this work as a whole has unleashed valuable knowledge for the training of the present authors as future professionals qualified to exercise the profession with excellence, and that they are grateful for contributing to the scientific community. |
| author_additional |
LIMA, Reinaldo Feio |
| author_additionalStr |
LIMA, Reinaldo Feio |
| format |
Trabalho de Conclusão de Curso - Graduação |
| author |
SILVA, Gabriel Martins |
| author2 |
GUIMARÃES, João Pedro Quaresma |
| author2Str |
GUIMARÃES, João Pedro Quaresma |
| title |
É conhecendo que se entende: desmistificando as produções científicas sobre autismo |
| title_short |
É conhecendo que se entende: desmistificando as produções científicas sobre autismo |
| title_full |
É conhecendo que se entende: desmistificando as produções científicas sobre autismo |
| title_fullStr |
É conhecendo que se entende: desmistificando as produções científicas sobre autismo |
| title_full_unstemmed |
É conhecendo que se entende: desmistificando as produções científicas sobre autismo |
| title_sort |
É conhecendo que se entende: desmistificando as produções científicas sobre autismo |
| publishDate |
2024 |
| _version_ |
1829093057740406784 |
| score |
11.753735 |