As práticas de alfabetização e letramento matemático e os REDs na inclusão nos anos iniciais do ensino fundamental

Abstract

Abstract

The present work presents practices arising from a pedagogical experience using Digital Educational Resources (DERs) in literacy and mathematical literacy in two second-grade classes of elementary school, at a public school in the northwest of Paraná, with students with Autism Spectrum Disorder and Intellectual Disability. The study, conducted between 2023 and 2025, seeks to answer the following questions: What methodological approaches with DERs have been proposed in the teacher’s planning for the second-grade mathematics curriculum, considering curricular accessibility? At what moments in the mathematical literacy routine are DERs applied as enhancers of mathematical experiences? What approximations and distances exist between the planned approaches and the practices carried out in the classroom? The initial results reveal that DERs favor the development of mathematical thinking through playful and accessible practices that integrate technology and pedagogical intentionality, but highlight the importance of teacher mediation and the need for planning that avoids the excessive use of digital platforms.