Introduções ao sistema de numeração decimal a partir de um software livre: um olhar sócio-histórico sobre os fatores que permeiam o envolvimento e a aprendizagem da criança com TEA

Abstract

Children with autism spectrum disorder (ASD) have provided great challenges to the formation process of the teachers who teach them in the elementary education, who, in turn, are instigated to discover how to involve them in the proposed activities, enhancing bonds that will not only strengthen the learning process and the interaction with the other students, but also building strategies that provide the broadening of knowledge as well as the enhancement of the learning of the content taught in the classroom. The research, whose aim was to analyze evidence of children with ASD involvement and learning during the lessons that introduce the decimal numbering system (DNS), was developed in the Inclusive Education Laboratory at the Mathematic and Scientific Education at the Federal University of Pará (UFPA), considering the contributions of the sociocultural theory, in order to answer the question “which factors stand out from the involvement and the learning of a child with ASD in activities that introduce the DNS under the lens of the sociocultural theory?”. The theoretical basis, supported by Vygotsky’s defectology treaties, together with the emphasis given by several authors who discourse about the learning and the development processes based on the socio-historical theory, endorse how fast people with that deficiency learn and develop themselves. This research consists of a case study of the learning situations of a 3rd grade elementary child with autism who, in a virtual environment, making use of a free software, elaborates answers to the themes that introduce the DNS. The involvement presented by the learner, from the beginning to the end of this research, echoes the reflexive ways provided by the Information Technology (IT), in which the daily routine, in the different nuances that the environment, the culture and the life are inserted, enables the interlacing of a context that allows the analysis of a math teaching distanced from the customized and idle programs lacking daily life actions, and reaffirms a math teaching close to the learner’s reality also providing pleasure and involvement during the construction of the activities proposed.