Equity in mathematics teaching based on pedagogical practices suited to the needs of neurodivergent students: discussing collaborative teaching in the metropolitan region of São Paulo

• Grant number: 23/11713-0
• Support Opportunities: Regular Research Grants
• Start date: August 01, 2024
• End date: July 31, 2026
• Field of knowledge: Humanities - Education - Specific topics in Education
• Agreement: Secretaria de Educação do Estado de São Paulo
• Principal Investigator: Ana Lúcia Manrique
• Grantee: Ana Lúcia Manrique
• Host Institution: Faculdade de Ciências Exatas e Tecnologia. Pontifícia Universidade Católica de São Paulo (PUC-SP). São Paulo , SP, Brazil
• Associated researchers: Armando Traldi Júnior ; Elton de Andrade Viana ; Rogério Marques Ribeiro

Abstract

The project proposes an investigation into the consolidation of pedagogical practices that include neurodivergent students, such as those identified with Autistic Spectrum Disorder, in the context of relationships established between state public policy, the neurodiversity movement and academic contributions from Education Mathematics. Thus, the present project is justified by the international trends that foreshadow an education that is aimed at personalizing activities and has the general objective: to discuss the complexity of the pedagogical practice that is structured in the teaching of mathematics in the perspective of including neurodivergent students in state schools. of the Metropolitan Region of São Paulo. For this, we assume the following specific objectives: (1) share with basic education teachers from two state schools in the metropolitan region of the state of São Paulo the tensions perceived in the development of activities in classrooms, as well as the potential learning that occurred in the process; (2) identify with the teachers gaps in the didactic work that can be overcome with a collective exercise of proposing inclusive practices in the teaching of mathematics and that reach the inclusion of neurodivergent students and (3) consolidate a working group formed by the teachers of the two participating state schools that become a reference after the development of the project for continuity. Theoretical support is the approach known as Universal Design for Learning and the theoretical and didactic concepts that dialogue with the National Common Curricular Base and the Curriculum of the State of São Paulo in Mathematics and its Technologies. As methodological strategies, the project follows two axes of action: Didactic Activities Axis and Applications Axis, which will be effective in order to achieve the following results: (1) share with basic education teachers from two state schools in the metropolitan region of the state of São Paulo the tensions perceived in the development of activities in classrooms, as well as the potential learning that occurred in the process; (2) identify with the teachers gaps in the didactic work that can be overcome with a collective exercise of proposing inclusive practices in the teaching of mathematics and that reach the inclusion of neurodivergent students and (3) consolidate a working group formed by the teachers of the two participating state schools that become a reference after the development of the project for continuity. (AU)