Um olhar sobre a formação de professores que ensinam matemática no contexto da educação inclusiva

Abstract

This study has as its objective investigate the contributions of the project “Trainee for teachers who teach Mathematics and Inclusive Education: challenge and possibilities” for people in trainee. It has been assumed that, in a way, the number of disabled students who have entered in the regularly teaching grows continually, in another way, the lack of knowledge about methodologies used, as well as the unpreparedness to deal with this reality are emphasized aspects by people who take part in the project and aim to work with Mathematics Education and Inclusive Education. In this sense, the relevance of a continuous faculty trainee process has been emphasized in order to provide knowledge in a critic and reflexive way. It is also relevant to assess the activities of trainee already done in order to understand what has been done and its effects on the educational context. This research is considered qualitative, using questionnaires as an instrument for collecting data, which has been answered by future teachers who will participate in the project “Trainee for teachers who teach Mathematics and Inclusive Education: challenge and possibilities”. The data collected has been analyzed according to the analysis of content criteria, resulting on the organization of aim-texts, substantiated from the bibliographic studies about the theme of this study. This way, the results in this research have enhanced the contributions of the project for teachers in trainee and highlighted the necessity of trainee aiming to work with Mathematics and Inclusive Education teaching, providing the construction of didactic material for this context, as well as the development of activities involving the solution for these problems.