O contexto da inclusão e o ensino de matemática na perspectiva da Teoria Histórico-Cultural

Abstract

The process of teaching and learning has been increasingly present in the research about Mathematics Education using various resources such as games and / or manipulative materials to enable students to learn better. Among the numerous researches in the field of Mathematics Education, the social inclusion process has deserved attention, although many legislations have been created aiming at a better quality of life for people with disabilities, many sectors are still unprepared to attend to the inclusion, in particular the area of education. Considering that this reality is also lived in the area of mathematics, the following question of study was elaborated: How to develop the teaching of mathematics to students with special needs in the context of inclusive education? In order to try to answer this questioning, a bibliographic study and survey of the works published in the annals of the main educational events of the Mathematics Education and Special Education area were carried out. A field survey was also carried out with two students with special needs of the 7th grade of a school in the state of Uberlandia. The activities with these students were carried out taking as theoretical assumptions the Historical-Cultural Theory and pedagogical interventions using games and manipulative materials. With this experience it was possible to verify the difficulty in developing pedagogical practices that promote the inclusion of these students, but that they are not impossible to be developed.