Narrativas de cuidadoras e professoras auxiliares de crianças identificadas com Transtorno do Espectro Autista no município de Pelotas: sensibilidades em torno do ensino e da aprendizagem de matemática

Abstract

This research analyzes the narratives of carers’ and teaching assistants’ experiences working in the early years of elementary education in two public schools in the city of Pelotas, within the context of mathematics education and the inclusion of children diagnosed with Autism Spectrum Disorder (ASD). Situated in the field of Mathematics Education, the research adopts aspects of the Oral History methodology, using interviews as the main data collection tool. It is based on the assumption that this approach enables the production of narratives that foster understandings and reflections on the experiences shared by the participants. The selected institutions present distinct geographic and inclusion contexts. The first, located in the urban area, is recognized for its inclusive approach, characterized by the joint work of teaching assistants and caregivers. The second, located in the rural area, also serves autistic students, but only has one teaching assistant on its team. For the research, two school carers and two teaching assistants were selected, who shared their experiences through semi-structured interviews. The primary aim of the study is to analyze the narratives and challenges referent to the process of school inclusion, with an emphasis on Inclusive Mathematics Education for autistic students. A significant aspect identified in the narratives is the distinction between the roles of carers and teaching assistants. Although they perform complementary roles, their assignments are not clearly defined in practice, which highlights challenges in the effective implementation of school inclusion. The participants' reports indicate that discussing inclusion goes beyond reflecting on pedagogical practices, also encompassing the need to rethink the school as a space of welcome and transformation, where the uniqueness of students is respected. Through this research, we hope to contribute to the advancement of Inclusive Education by documenting relevant oral sources and promoting reflections on inclusive practices in mathematics teaching in the early years of elementary education.