https://repositorio.ufu.br/handle/123456789/19678 2026-08-14T04:28:29Z 2026-08-14T04:28:29Z https://repositorio.ufu.br/handle/123456789/49264 2026-08-05T06:21:27Z 2026-03-18T00:00:00Z

Title: Tecendo histórias: narrativas e marcos legais no cenário da educação matemática inclusiva mineira Abstract: This work seeks to understand how the movement of implementation of Inclusive Education in Brazil has taken place. The research is guided by the following question: what can be said about the movement to implement Inclusive Education in schools, especially in the context of Mathematics Education? To achieve the objective, a study of national and international legal frameworks that underlie Inclusive Education was initially carried out, as well as theoretical references in the area of Mathematics Education that discuss inclusion and diversity in school. The research adopts a qualitative approach, based on the methodology of Oral History, as practiced by the Oral History and Mathematics Education Group (Ghoem). As methodological procedures, interviews were conducted with educators who work or research inclusive practices in the school context. The participants were invited virtually and, after signing the Informed Consent Form, they previously received a set of guiding questions. The interviews took place in person or virtually, were recorded in audio and later submitted to the processes of transcription and textualization, according to the assumptions of Oral History. The analytical movement was developed from the narrative analysis of narratives, articulating the narratives of the participants to the theoretical references and documents analyzed throughout the research. The results indicate that, despite important advances in the legislative field, the effectiveness of Inclusive Education in schools still faces significant challenges. Among the main obstacles identified are the insufficiency of initial and continuing training of teachers to deal with the diversity present in the classrooms, the permanence of structural prejudices in the school environment and the lack of investment in public policies that sustain inclusive pedagogical practices. The narratives also show that the construction of a more inclusive education involves the recognition of the singularities of students, the appreciation of differences and the need for a more sensitive and humanized teaching attitude. Thus, it is concluded that the implementation of Inclusive Education does not occur in a linear way, but constitutes a process in constant construction, marked by tensions, advances and challenges. In this scenario, Mathematics Education can play an important role in promoting pedagogical practices committed to social justice, contributing to the construction of a more equitable and welcoming school.

2026-03-18T00:00:00Z https://repositorio.ufu.br/handle/123456789/49214 2026-08-01T06:28:09Z 2026-03-20T00:00:00Z

Title: Entre arquivos e relatos: o laboratório de ensino de matemática do Instituto de Matemática e Estatística da Universidade Federal de Uberlândia enquanto território vivo de formação Abstract: This work aims to perform a historiographical exercise on a possible movement of constitution of the Mathematics Teaching Laboratory (LEM) of the Institute of Mathematics and Statistics of the Federal University of Uberlândia (IME/UFU). It is based on the understanding that the constitution of a teaching laboratory does not occur in a linear or homogeneous way, but as a historical process marked by collective actions, institutional disputes, educational policies and different conceptions of teacher training. The research is based on the perspective of Oral History, as developed by the Oral History and Mathematics Education Group (GHOEM), and dialogues with historiographical assumptions that understand History as a situated and interpretative narrative. Methodologically, interviews were conducted with professors who participated, at different times, in the trajectory of the LEM, in addition to the analysis of institutional documents, minutes and records located in the UFU Archive of Dead. The interviews were transcribed and textualized, assuming the interpretative character of this process. The analysis of the narratives and documents allowed us to understand that the LEM was constituted as a space in permanent (re)configuration, crossed by different pedagogical conceptions, by moments of institutional strengthening and fragility, and by extension initiatives, initial and continuing training of teachers. It is concluded that the LEM/IME/UFU cannot be understood only as a physical space or storage of materials, but as a formative and political environment, whose history reveals movements of resistance, reinvention and commitment to teacher training in Mathematics.

2026-03-20T00:00:00Z https://repositorio.ufu.br/handle/123456789/48020 2026-01-15T06:32:22Z 2025-09-24T00:00:00Z

Title: O conceito de mediação em pesquisas no campo da Educação Matemática Abstract: This study was motivated by the question "How has the concept of mediation, from Vygotsky's perspective, contributed to research in Mathematics Education?" and aimed to analyze the contributions of the concept of mediation, from Vygotsky's perspective, to research in Mathematics Education from 2019 to 2023. A qualitative, explanatory-descriptive approach was adopted, and the research is configured as bibliographic, assuming as methodology a systematic literature review, through searches in the CAPES Theses and Dissertations Database from 2019 to 2023. Among the results, we noticed that some works found use the term mediation in their arguments in the lexicographic sense, the one that is equivalent to intervention, and, in general, the term is used in the sense that approaches common sense, which is that of the dictionary. This meaning refers to the word's origin in Latin, mediatio, which refers to the act of intervening or placing oneself between two parties, and is related to the Latin root medius, meaning "in the middle" or "between two." In this study, we do not exclude this meaning but rather propose the perspective of Vygotsky's Historical-Cultural Theory, which expands on it. We hope to contribute to investigations on how the concept of mediation has been used in Mathematics Education research and how it differs from and/or approaches the concept grounded in Historical-Cultural Theory. We also propose reflections and provocations on how the term can contribute to Mathematics Education when treated from Vygotsky's perspective, considering the concept's depth in theory.

2025-09-24T00:00:00Z https://repositorio.ufu.br/handle/123456789/47801 2026-01-12T16:52:06Z 2025-09-24T00:00:00Z

Title: O conceito de mediação em pesquisas no campo da Educação Matemática Abstract: This study was motivated by the question "How has the concept of mediation, from Vygotsky's perspective, contributed to research in Mathematics Education?" and aimed to analyze the contributions of the concept of mediation, from Vygotsky's perspective, to research in Mathematics Education from 2019 to 2023. A qualitative, explanatory-descriptive approach was adopted, and the research is configured as bibliographic, assuming as methodology a systematic literature review, through searches in the CAPES Theses and Dissertations Database from 2019 to 2023. Among the results, we noticed that some works found use the term mediation in their arguments in the lexicographic sense, the one that is equivalent to intervention, and, in general, the term is used in the sense that approaches common sense, which is that of the dictionary. This meaning refers to the word's origin in Latin, mediatio, which refers to the act of intervening or placing oneself between two parties, and is related to the Latin root medius, meaning "in the middle" or "between two." In this study, we do not exclude this meaning but rather propose the perspective of Vygotsky's Historical-Cultural Theory, which expands on it. We hope to contribute to investigations on how the concept of mediation has been used in Mathematics Education research and how it differs from and/or approaches the concept grounded in Historical-Cultural Theory. We also propose reflections and provocations on how the term can contribute to Mathematics Education when treated from Vygotsky's perspective, considering the concept's depth in theory.

2025-09-24T00:00:00Z