Adaptação metodológica para estudantes autistas: utilizando inteligência artificial como suporte para uma ação docente inclusiva

Abstract

The present research aimed to investigate the extent to which teachers of Mathematics and Physics courses implement methodological adaptations for autistic students enrolled in the Bachelor’s Degree in Mathematics at the Federal Institute of Amapá (IFAP) – Macapá Campus, considering their specific needs and the technical-pedagogical support provided by the Center for Assistance to People with Special Educational Needs (Napne). To ground the discussion, the study delved into the literature through theorists such as David Ausubel (1980) and Marco Antônio Moreira (1985, 1999, 2010) on the Theory of Meaningful Learning, and Maria Teresa Égler Mantoan (2025) on Inclusive Education. Using a qualitative approach, data were collected through structured interviews with the aforementioned teachers, a focus group interview with Napne staff, and the evaluation of the developed educational product — a chatbot/artificial intelligence (AI) agent designed to support teachers in methodological adaptation. The research was submitted to and approved by the Research Ethics Committee of the State University of Amapá (UEAP) under Report No. 7.389.443/2025, available in Appendix C, ensuring ethical compliance in the structured interviews and focus group. The data were analyzed using Laurence Bardin’s (1977) Content Analysis technique, which allowed the identification of thematic categories related to structural, attitudinal, and pedagogical barriers in the inclusion process. The results revealed that, although teachers demonstrate goodwill, they still show significant gaps in continuing education on inclusive education — particularly regarding Autism Spectrum Disorder (ASD) —, the time required for planning specific teaching strategies, and articulation with Napne. It was also found that Napne’s performance is hindered by limited human resources, combined with a reactive approach that most often arises from the student or their family members, and less frequently from the teacher. Thus, the educational product proved effective in promoting organization and agility in accessing information to better understand autistic students’ specificities, and in encouraging teachers to reflect on their pedagogical practices to meet these students’ needs, despite challenges related to usage time and practical appropriation. It is concluded that the effective inclusion of autistic students in Vocational and Technological Education depends not only on innovative technological tools, such as the developed educational product, but also on strengthening institutional policies, expanding teacher training and the number of inclusive education professionals, and overcoming attitudinal barriers in teaching. The research reaffirms the relevance of ProfEPT as a space for building practical, evidence-based solutions grounded in everyday educational contexts.