Histórias e percepções de um professor de matemática com deficiência física

Abstract

This research aims to present and propose reflections about the inclusion of the disabled math teacher into of an exclusionary system. From the memorialistic rescue of experiences lived in and out classroom, it is made an awareness action, making a parallel between before and after the restrictions of use, based on this new document viewer with changes in a critical and analytical way in the light of Deleuzian philosophy, looking at the past for a project in the future. Thus, through autobiography, it allows me to see what I was and what I became based on looking at myself, a trainer, a transformer, with physical disabilities, and in training and henceforth, to develop a teaching practice in the teaching of Mathematics apparently without possibilities, but which, it is reflected and put to analysis, that can become an important instrument for collecting information for the progress of Education. Furthermore, relevant questions will be raised, such as (re) insertion of people with disabilities in the labor market and how they are seen in their environment. I also try to erect an analysis on the respect of the equality conditions in which people with and without disability are subjected. From a formal mathematical education and a memorialistic rescue, I question the possibility of a teacher with a disability being able, in the eyes of normality, to teach. Through self-reflection on my practices as a teacher, I try to recognize the teacher who I became, guiding me based on example I experienced in my training course, in order to rediscover as a teacher in the way of being and will come to be, pointing mechanism and possibilities that allow me to teach mathematics despite of my disability.