O ensino de matemática para alunos do 9º ano com deficiência intelectual atendidos na sala de recursos multifuncional
| Ano de defesa: | 2019 |
|---|---|
| Autor(a) principal: |
Lins, Graciela Siegloch
 |
| Orientador(a): |
Lübeck, Marcos
|
| Banca de defesa: |
Goes, Eliane Pinto de
,
Borges, Fábio Alexandre
|
| Tipo de documento: | Dissertação |
| Tipo de acesso: | Acesso aberto |
| Idioma: | por |
| Instituição de defesa: |
Universidade Estadual do Oeste do Paraná
Foz do Iguaçu |
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Ensino
|
| Departamento: |
Centro de Educação Letras e Saúde
|
| País: |
Brasil
|
| Palavras-chave em Português: | |
| Palavras-chave em Inglês: | |
| Palavras-chave em Espanhol: | |
| Área do conhecimento CNPq: | |
| Link de acesso: | http://tede.unioeste.br/handle/tede/4961 |
Resumo: | Teaching for diversity is a complex task, but it is proving more and more necessary every day, and offering an education that serves everyone makes the search for different teaching strategies a consequence of this process, which is why the discipline of Mathematics it must also adapt to the new directions that education has been taking. Thus, it is necessary to think about how to teach Mathematics to all students in a Regular Classroom, as this space consists of students with the most varied characteristics. Therefore, and with the objective of giving greater attention to the theme, this research assumed an explanatory posture, seeking to observe 4 (four) students enrolled in the 9th grade of Elementary School in a Regular Classroom and who had histories of participation in attendance specialized in the Multifunctional Resource Room. The objective of these observations was to analyze the reality of the educational assistance received by these students in a Multifunctional Resource Room, at a Elementary School in the Paraná State Education Network, in contrast to the teaching in the Regular Classroom, focusing on students with Intellectual Disabilities, since this was a common characteristic presented by the observed. To achieve this purpose, the research carried out maintained a qualitative nature, using participant observation as a means of data collection. In order to better understand the characteristics of those observed, their development in the Regular Classroom is described, the history and educational path they had until now, as well as some assertive actions in this trajectory, seeking to collaborate with an Inclusive Mathematical Education, for all students, in the same classroom. With this, it became evident the need for more collective actions for social and governmental awareness, and for the importance of an integrated education with a view to promoting means that extend from the initial and continuing training of teachers to the instrumentalization of schools, in addition to developing more research in the area of inclusive education. |