Educação matemática inclusiva: perspectivas de docentes que ensinam matemática

Abstract

This course completion work aims to understand the perspectives of teachers who teach mathematics in the early years of Elementary School about working with Inclusive Mathematics Education in the city of Manaus. The study presented aligns with the qualitative principles of doing research in the educational field, working with a mapping model in order to identify the work produced on the topic and also through field research carried out with Early Years teachers in a municipal school located in the East Zone of the city of Manaus. From the perspective of constructing data for research, some instruments are valid, such as: interview, observation and field diary. It was possible to identify that the challenge for Inclusive Mathematics Education is constant, but still capable of being circumvented and even reversed into necessary and important actions for children, young people and adults, lacking movements that call into question a history of exclusion and point out paths that communicate with inclusive processes.