Uma análise acerca de inclusão educacional nas aulas de Matemática por meio de narrativas de autistas

This research aimed to analyze the main aspects of the schooling of autistic students in Mathematics classes, based on narratives. To produce data, we used methodological assumptions from Oral History in Mathematics Education and performed convergence analysis to identify what permeated the participants' narratives. The participants were four autistic students over eighteen years of age. Data analysis was based on the identification of common themes in the narratives, namely: (Im)Possibilities in Mathematics classes with autistic students; For a Mathematics that relates to life; What autistic people say about inclusion in Mathematics classes. We consider that the themes constituted reveal that there is an intertwining between them and listening to the autistic person himself allows us to understand that school practices with autistic students in Mathematics classes can be, whenever necessary, challenged, depending on the specificities of each one.