O professor como mediador na inclusão de alunos com TEA no ensino de matemática: estrátegias e obstáculos a partir de duas realidades escolares

Abstract

Inclusive education in Brazil reflects the commitment to ensuring the right of all individuals to education, regardless of their particularities. This educational model is directly related to the promotion of equity by recognizing and respecting the differences among individuals within the school environment. To achieve this goal, it is essential for teachers to adopt diversified and flexible methodologies capable of meeting the needs of all students, including those with disabilities, pervasive developmental disorders, or high abilities/giftedness. This approach aims not only at the physical inclusion of students but also at their active and meaningful participation in the learning process, contributing to the construction of a more just and equitable society. Within this context, the present research addresses the following question: what are the contributions of the teacher's role as a mediator in the teaching and learning process of Mathematics for students with autism spectrum disorder (ASD) in basic education? The objective was to analyze the contributions of the teacher's role as a mediator in the teaching and learning process of Mathematics for students with ASD in basic education. This research was based on a qualitative methodology and is characterized as an observational study. Data were collected through an electronic questionnaire and classroom observations conducted during the first quarter of 2025. Four basic education teachers from the city of Imbituva, Paraná, participated in the study — two Mathematics teachers and two Special Education Service (PAEE) teachers. For the systematization and interpretation of data, Content Analysis was used, grouping the questionnaire responses into five categories and the classroom observations into four distinct categories. The data analysis highlighted that teacher mediation is essential to support the learning of students with ASD in Mathematics, although significant challenges remain regarding teacher training and the lack of adapted pedagogical practices. The study revealed the need for better professional preparation and the use of differentiated strategies that consider the specific needs of students. The research emphasizes the importance of continued professional development and the production of accessible educational resources to strengthen a more effective inclusive practice.