Dissertação · 2024
O ensino de matemática sob a ótica da educação inclusiva: diálogos, desafios e possibilidades
Referência (ABNT NBR 6023)
COSTA, Amujacy da Conceição Pereira. O ensino de matemática sob a ótica da educação inclusiva: diálogos, desafios e possibilidades. 2024. Dissertação (Mestrado) – UEMA, 2024. Disponível em: https://repositorio.uema.br/jspui/handle/123456789/6174.
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Resumo
Inclusion has been a subject of great debate and relevance worldwide, awakening different opinions and feelings. Thus, the research addresses the intersection between mathematics education and inclusion, providing perspectives, resources and strategies necessary to ensure that all students have access to quality and inclusive mathematics education. Through a qualitative approach, the research addresses the theme: Mathematics teaching from the perspective of inclusive education, investigating the main challenges encountered by teachers and pointing out possibilities for pedagogical practices. To this end, we sought to answer the following question: How can teaching mathematics contribute to inclusive education in the sense of enabling dialogues that challenge and promote learning? In order to answer the question we highlight the general objective of investigating possibilities and challenges of teaching mathematics from an inclusive perspective in the final grades of Elementary School in the city of Brejo - MA. The research aimed to identify theoretical bases of inclusion policies at national, state and/or municipal level, in addition to building reflections on the difficulties encountered by mathematics teachers in the context of inclusion, on the training of mathematics teachers to meet diversity, but also proposes thinking about ways to promote accessible mathematics teaching through trends in mathematics education. To this end, it presents a didactic sequence that explores the use of news as a pedagogical tool to encourage inclusion in Mathematics classes. The foundation of the research is established in the conviction that Mathematics teaching can should be accessible to all students. The expected result is the recognition that although there are significant challenges to be faced, there are reasons to be optimistic about inclusive mathematics teaching.