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.