A prática pedagógica no ensino da matemática para inclusão de estudantes com deficiência intelectual nas classes regulares de uma escola pública de Curitiba/PR

Abstract

This investigation presents to PPGEd - Tuiuti University with the theme of teaching mathematics for students with intellectual disabilities (ID) in regular schools, whose object is the transfer of mathematical knowledge through classrooms. With the hypothesis (assumption) of the existence of more and less effective pedagogical practices (PP), it will be verified which pedagogical means and practices are used in the classroom, with greater effectiveness to achieve the proximal leap of learning by students of a public school in Curitiba, PR, preparing sheets of pedagogical practices and learning, to relate the practices and the results obtained, describing at the end why some pedagogical practices can lead to didactic transformation in groups with the process of including students with intellectual disabilities and others not. As a theoretical reference Costa, M. T. A., (2017), Mantoan (2021a), Pérez (2017) e Coll, Marchesi and Palácios (2004c) were used, using the Historical-Critical theory to understand and explain the findings and Vigotsky, (2021a) for the specificity of the mathematical study. The research had a descriptive - qualitative approach, with initial research (bibliographic and electronic - derived from theses and dissertations produced in Brazil on the theme of the process of school inclusion in the discipline of Mathematics, available at the Digital Library of Theses and Dissertations - DLTD, on the period 2014-2022, seeking the knowledge already established in the Mathematical Didactics. Afterwards, fieldwork was developed, with intensive direct systematic observation of school activity in its various common areas, and the application of interviews to all Mathematics teachers (08), assuming the existence of pedagogical practices effective, which were recorded and studied. Data analysis was carried out by interpretive analysis according to Severino (2018), therefore examining the subject, and discourse involved on Math teaching. It is worth mentioning that from the data analysis, this study indicated the actions that lead to achieving the collective objectives of the pedagogical practice, and it was noticed the main characteristics of the pedagogical practice that, with the enthusiasm of the teachers and self-regulation of the students, show a path that leads to teaching for everyone in the classroom, with the possibility of directing and redirecting their pedagogical practice towards the best teaching of Mathematics.