O que os autistas contam sobre as experiências vivenciadas na Educação Básica, sobretudo das aulas de Matemática?

Abstract

This work has as its central analytical objective that of discussing possible approaches and distances between what three autistics told about their experiences as students of basic education, in particular of mathematics classes, with what is understood as inclusion in school education, both by educators (mathematicians) and by legislation dealing with the subject. Due to the scarcity of sources contemplating an autistic perspective on school inclusion, it was necessary to produce them first. The production and analysis of sources regarding the school experience of autistic students are justified as the autistic perspective is not very present in the academic debate on inclusion in mathematics education. In constructing the path of this research, the references of Oral History were used as theoretical-methodological presuppositions. With oral history as a methodological basis, three interviews were produced in which autistics recounted situations they experienced as basic education students. It was possible to identify in the narratives built from these dialogues that the school experience of the autistic student contrasts with that proposed by inclusive education. Therefore, considering these narratives can contribute to an enrichment of the existing debate on school inclusion in the field of mathematics education.