O feedback e a ética na perspectiva da educação matemática inclusiva dos estudantes com Transtorno do Espectro Autista

Abstract

This theoretical article is the extension of a cut of a Master's research in progress, whose major project has been approved by the Ethics and Research Committee of the Faculty of Ceilândia, University of Brasilia.  The genesis of this study is due to the discomfort with unethical and formative feedbacks, as well as to the uneasiness with selective, exclusionary, and meritocratic evaluation practices that permeate mathematics classes. Being the text configured in this journal as a theoretical article of exploratory type, of qualitative nature, which was outlined by bibliographic and documentary research, it is based on a formative assessment perspective that can have in the feedback possibilities to indicate paths so that, dialogically, there is a reflection process in favor of improving the teaching and learning of mathematics in an inclusive perspective. In this sense, this paper aims to reflect on the importance of feedback in the school context of students with Autism Spectrum Disorder - ASD. The articulations foreseen in this work are based on the necessary contextualization between feedback, ethics and human rights in the context of inclusion, teaching and learning of mathematics by

students with ASD in the early years of elementary school, in a perspective of integrated curriculum and broad inclusive education. Although it is necessary to cut the curricular component and the target audience, it is hoped that this discussion can subsidize reflections that contribute not only to the teaching and learning of mathematics and the inclusion of students with ASD, but also in the context of other curricular components and students with or without Special Educational Needs.

Keywords: Ethics, Feedback, Autistic Spectrum Disorder, Inclusive Mathematics Education