Educação matemática inclusiva: sentidos e significados atribuídos por licenciados em Matemática no Instituto Federal de Sergipe - campus Aracaju

• Ano de defesa: 2023
• Autor(a) principal: França, Valesca Paloma Bomfim
• Orientador(a): Souza, Denize da Silva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Ensino de Ciências e Matemática
• Palavras-chave em Português: Matemática (estudo e ensino); Professores (formação); Educação inclusiva; Educação Matemática Inclusiva (EMI); Formação inicial; Relação com o saber; Sentidos e significados
• Palavras-chave em Inglês: Inclusive Mathematics Education; Initial formation; Relationship with; Knowledge Senses and Meanings
• Link de acesso: https://ri.ufs.br/jspui/handle/riufs/19573

This investigation aims to analyze senses and meanings that undergraduates attribute to Inclusive Mathematics when they attend the discipline Inclusive Mathematics Education at the Federal Institute of Education, Science and Technology of Sergipe - Campus Aracaju. The research question was outlined as: What are the senses and meanings that Mathematics Licentiates at the Federal Institute of Sergipe – Campus Aracaju (IFS/AJU) attribute to Inclusive Mathematics Education? As a theoretical basis, it was based on studies of the Relationship with Knowledge by Bernard Charlot. In addition, an attempt was made to address the initial training of mathematics teachers, with emphasis on the challenge of inclusive teaching and the importance of the National Common Base for Initial Training of Basic Education Teachers (BNC-Training). , the methodology of action-research was adopted, being carried out together with the course of offering the subject Inclusive Mathematics Education at IFS/AJU. logbook. Through the analysis of the data collected under the charlotian approach, the possibility emerged of tracing a representation of the perception of the undergraduates who participated in the discipline of Inclusive Mathematics Education (EMI.). Based on this investigation, it is possible to conclude that, in addition to theoretical/pedagogical knowledge, it is essential to incorporate a specific discipline focused on the inclusive perspective in the curriculum of initial teacher education. This measure is consistent with the need to equip future educators with the essential skills to promote inclusive education effectively and in line with the demands of diversity in the classroom.