Uso do geoplano na sala de recurso multifuncional com estudantes do espectro autista

Abstract

This study analyzes the use of the geoboard as a didactic resource in Specialized Educational Services (AEE) offered to students with Autism Spectrum Disorder (ASD) in the multifunctional resource room of a state public school. The general objective is to analyze how the geoboard can be used to promote learning for these students, aiming to understand its practical application, identify student difficulties, point out pedagogical possibilities, and evaluate the resource's potentials and limitations. Methodologically, this is a qualitative, interpretive research study conducted with five students diagnosed with Autism Spectrum Disorder in a school in northeastern Minas Gerais. The investigation, carried out in 2025, utilized environment observation, field diary records, and audiovisual recordings as data collection instruments. The results demonstrate that the use of the geoboard, when combined with curricular adaptations and structured materials, acts as a powerful mediator for visualizing geometric concepts and organizing spatial thinking. It was observed that the resource's viability is contingent upon respecting the sensory and cognitive singularities of each student, requiring pedagogical flexibility, such as the substitution of physical components to reduce tactile resistance. Beyond the development of mathematical competencies, playful activities with the geoboard favored social micro-interactions, role-switching, and communicative engagement. The study concludes that, although limitations related to distraction and specific sensitivities exist, the material enhances student autonomy and protagonism, provided that pedagogical practice is grounded in accessibility, predictability, and constant mediation.