Educação matemática e educação especial: reflexões sobre os relatos de experiências docentes de professores de matemática

Abstract

One of today‟s biggest educational challenges is to make the school into an inclusive space capable of receiving the students with acknowledgment and respect for their singularities. In order to achieve this goal, the teacher has a relevant role in their ability to develop the inclusive education in the classroom. However, when it comes to Mathematics Education, we need to investigate how the Math teacher works, since the few discussions on the theme may influence their pedagogic practices. This fact is experienced in the academic and professional career of this study‟s author. In this research, we aim at reflecting on the reports of experiences lived and narrated by the Math teachers of Tabatinga – AM, about the inclusion process of sutents with disabilitis in common classes of regular schools. Consequently, we aim at answering the following research question: What are the reflexes of experiences of Math teachers with students with disabilities? Therefore, our theoretical and legal assumptions are base on national and international documents, on studies aimed at the teaching practice in an inclusive perspective. Regarding the methodological design of the study, we conducted (through a qualitative approach) interviews with Math teachers who work for public schools in the city of Tabatinga, who have a Bachelor‟s Degree in Mathematics, from Centro de Estudos Superiores de Tabatinga, at the Universidade do Estado do Amazonas. The interviews were analyzed through categories constructed from the teachers‟ reports, considering the directions indicated in the interview script. Given the results, we realized that the lack of knowledge on Special Education from the perspective of Inclusive Education and school support are the main factors that hinder the realization of pedagogical practices. The initial and continuous training was another much comment aspect by the teachers, who suggested there should be more discussions on the theme, and who were motivated and interested in participating in training regarding these subjects. Still, we have seen that some teachers carry inclusive practices in their Math classes, although we recommend that more actions for initial and continuous training should be nurtured, and school support should be more effective for both the teacher and the student.