Mapeando as Pesquisas em Educação (Matemática) Inclusiva: Uma análise dos trabalhos do GT13 no VIII SIPEM

Abstract

In this research, we asked ourselves: what do the articles in the area of Inclusive (Mathematics) Education published at the VIII International Symposium on Research in Mathematics Education (SIPEM) say? And, understanding what the articles in the area of Inclusive Education (Mathematics) published, specifically, by GT13, at VIII SIPEM say was the general objective, which also had the following specific objectives: (i) study theoretical references in the area of Education ( Mathematics) Inclusive; and (ii) analyze the annals of the VIII SIPEM. To this end, based on the assumptions of qualitative research, especially a bibliographic review, 16 articles published in the annals of VIII SIPEM and which were linked to GT13 were studied. Thus, the analytical exercise was based on these works in dialogue with the theoretical references studied. In this sense, three categories were created – Dialogue, Training and Transversal Inclusion – which, for us, give indications of what permeates, in different directions and intensities, the works analyzed. In this regard, “Dialogue” highlights the importance of the relationship between subjects, in particular, through dialogue, for the development of Inclusive Education. “Training” speaks of the need for investment and encouragement on different fronts of initial and continued training. Finally, the category “Transversal inclusion” speaks of the importance of addressing the topic at all stages of teaching and that this goes beyond the school environment. Finally, we identified that it is necessary to change our view of others, overcome stereotypes, combat prejudices and attitudes that can promote exclusionary practices.