A organização do processo de ensino e de aprendizagem no contexto da educação especial na perspectiva da educação inclusiva

Abstract

This work is based on the theoretical and methodological foundations of the Teaching Guiding Activity (AOE) developed by Moura, whose assumptions are based on Vygotsky's Historical- Cultural Theory (THC) and on Leontiev's Activity Theory, through teaching situations that used ludic activity as a trigger for learning in the context of special education in an inclusive perspective. In this context, this study will focus only on bibliographic research. It has as an investigative question: What possibilities of organizing teaching for the appropriation of mathematical concepts in the context of Special Education in the perspective of inclusive education have been pointed out by recent studies in the period from 2015 to 2021? In order to answer it and, based on the principle that playing is the main activity of the child, the present work had as main objective to analyze theses and dissertations that discuss the organization of teaching through playful activities for the appropriation of mathematical concepts in the context of inclusion and, as a specific objective, to investigate the contributions of mathematical ludic activities to the development of students in the context of inclusion. In the analyzed studies obtained through the CAPES Theses and Dissertations Bank, in the period from 2015 to 2021, several publications were found related to the teaching and learning process of mathematics in the context of inclusion, however, the scarcity of studies on this subject is remarkable. of that theme. From the research, indicators were also found about the use of AOE, based on its theoretical-methodological assumptions, characterizing an important resource in the organization of teaching, especially in inclusive education. In this sense, for the teaching and learning of mathematics in this perspective, the importance of teaching organization is highlighted, and the way that the teacher plays the role of mediator of learning, together with students in search of the solution to the triggering problem, using recreational activities in pedagogical practices.