What did you come here for? This question was asked to me by an Elementary School child during the time I have been in her classroom developing some mathematical tasks – this period I named as “meetings”. Before I answer the child’s question with a long and complicated explanation, another child replied, “She came here to learn how to be a teacher!”. I agreed with that answer giving them a smile and we proceed the class. I knew I was there looking for answers to my research objective, namely: to seek for elements that could favor the engagement of a student with Autism Spectrum Disorder (ASD) in mathematics classes organized in landscapes of investigation. In order to reach this goal, eight meetings were developed in a class of Elementary School I in a public school of Rio Claro. A more detailed description about how we decided on this amount of meetings can be found in Chapter 1, where I present the methodological path of this research. In chapter 2, I emphasize the question "What about the others?", asked by Dani, the "student of inclusion," as the point of inflection of this research. From this question I realize that something had changed: listening to the others students had become as important as listening to Dani. Implications of this change can be seen in Chapters 3 and 4 of this dissertation. In the first one, I talk about the change in my assumptions about inclusion. In this regard I adopt the perspective of deficiencialism that allows me problematize the existence of a normalizing discourse regarding children diagnosed with ASD. In the second, I present the theory of landscape of investigation, which supported the development of mathematical tasks, and present the way this theory is related to the deficiencialism perspective. I also present some of the tasks performed, as well as the elements considered important for the engagement of Dani. From this presentation, I emphasize the importance of valuing the movement through the different milieus of learning, since to go through them imply in an enlargement of possibilities of types of tasks, that can cover different abilities and characteristics of the different students of a classroom. It is important to mention that since the change of my assumptions, I stopped operating according to a normalizing discourse, as presented in the initial research objective : I had changed and the research objective also changed with me. So, instead of considering the objective as an end point, it became part of my change, of the change of my assumptions in that classroom. Thus, in the middle of so many changes, in particular, changes for the researcher, I present in chapter 5 some considerations for the question What is it the master's degree?