A mobilização de ideias-base de Função por estudantes autistas em uma perspectiva inclusiva

Abstract

The purpose of Inclusive Education is to provide opportunities for all students to learn together, without discrimination. However, it is not enough just to ensure that students attend the same classroom, because to include is to provide all students with access to the knowledge historically constructed by humankind. In the bibliographic review performed to support this research, it was identified that there is a lack of theoretical and practical studies regarding the theme and the answer to the guiding question of the investigation will contribute to pedagogical practice, especially in the mediation of access to knowledge about affine function, both for autistic and non-autistic students. Thus, considering the perspective of neurodiversity, Inclusive Mathematics Education and the teaching and learning process of autistic students, the investigation aimed to identify which basic ideas of function are mobilized by students of an eighth-grade class, among which two autistics, in the sequence of problem situations of multiplicative structures. The investigation aimed to answer the following question: What possibilities and difficulties does the implementation, in an inclusive perspective, of a sequence of problem situations, involving basic ideas of function, presents for the identification and consolidation of these ideas in students of an eighth-grade class, with two autistic students? The research conducted, of qualitative characteristic, supported by the Theory of Conceptual Fields, by Gérard Vergnaud, considered works already developed and implemented with non-autistic students, to develop, as an instrument of data production, a sequence composed of eight problem situations, elaborated in order to legitimize - in the sense of recognizing, respecting and valuing - the differences of autistic students, aiming at the mobilization of the basic ideas of function. The results indicated that the research participants mobilized the basic ideas of variable, dependence, and regularity, but had difficulties with generalization. This highlights the need to revisit and deepen the studies with the basic ideas, for their consolidation, before the formalization of the function concept.