A educação matemática inclusiva: influências do estágio remunerado na formação inicial de professores de pedagogia

Abstract

This undergraduate thesis, developed within the Pedagogy degree program at the Federal University of Mato Grosso do Sul (UFMS), aims to analyze the extent to which the learning provided through the practice of paid internships influences the pedagogical development of future teachers working with children with Autism Spectrum Disorder (ASD). The specific objectives are: to identify how Pedagogy students are prepared in their initial teacher training to work in inclusive education settings; to identify the difficulties encountered by Pedagogy students during paid internships in relation to students with ASD; and to understand the implications of these experiences for teacher training, particularly concerning knowledge of content, pedagogical practice, the teacher-student relationship, and other essential knowledge for teaching mathematics. To achieve this, a literature review was conducted based on theses and dissertations published in the last five years from the BDTD and CAPES databases, with a focus on inclusive mathematics education and autism in the early years of elementary education. The results highlighted a scarcity of studies on the subject, with an emphasis on intervention-based research, much of which originated from professional master's programs. There was also a noticeable trend toward valuing the production and discussion of didactic and technological resources as alternatives for teaching mathematics to children with autism. The research followed a qualitative approach, using exploratory procedures and questionnaires administered to Pedagogy students in their 6th to 8th semesters. The analysis of the data indicated that paid internships contribute to the learning of teaching not only through lived experiences but also through the extended immersion time in schools, which exceeds the hours allocated to mandatory internships in the course. Furthermore, student testimonials revealed a lack of alignment between the actions performed by interns and the formative role of educational institutions, highlighting that much of the support provided to children with ASD comes from the subjects studied during the undergraduate program. Thus, the role of the Pedagogy course in preparing future teachers was deemed crucial.