Cartografia e inclusão: estratégias para o trabalho com estudantes do Transtorno do Espectro Autista (TEA)

Abstract

Today, the extent to which ASD has taken on a significant role in society is evident, given the pronounced increase in the number of people diagnosed with the disorder. In light of this reality, it is important to emphasize that more theories on this topic are emerging each day, such as those by Costa (2019), Silva (2017), and Almeida (2010), considering that ASD has no cure, as it is a condition and not a disease. Therefore, the focus is only on how to achieve adequate treatment, a subject that raises a range of questions, as many remain unanswered. In this context, it is necessary to emphasize the importance of this research, as it will allow the reader to understand the various advances that have occurred since the discovery of Autism Spectrum Disorder (ASD), along with the care needed for these children, which is not limited to the family environment. They must be able to learn in schools and participate in social inclusion, without neglecting their medical treatment. Given this, this work was developed from a qualitative, exploratory methodological perspective, aiming to identify the most effective pedagogical practices for teaching cartography to students with ASD (Autism Spectrum Disorder). This is because, through cartography, students can achieve greater autonomy, feel more confident in applying their knowledge, and consequently, the teacher will have more opportunities to impart knowledge, thus facilitating the teaching-learning process. The main objective of this work is to verify how children with ASD would feel about new active methodologies, which Silva can currently affirm are innovative in the face of the difficulties faced by these atypical children.