Educação inclusiva na perspectiva da educação matemática: um estudo acerca da deficiência intelectual

Abstract

The main objective of this research is investigate the methodologies used in the mathematics teaching of the intellectual handicapped in the state schools of Dois Vizinhos - Paraná. The study is characterized as a qualitative, applied, interpretive research with field research, which was performed in two moments: first, data collection at the Regional Center of Education of Dois Vizinhos - PR and selection criteria of the educational institutions to be surveyed; second, application of the questionnaires with mathematics and resource classroom teachers, in some cases with pedagogues of the analyzed educational institutions. The theoretical framework deals with the historical context of inclusive education, teaching of inclusive mathematics, intellectual disability and resource classrooms. The results were analyzed using the qualitative method. As a result, it can be seen that most of the analyzed schools have resource classrooms and that there are adapted teaching methods for students with intellectual disabilities. In addition, most teachers have been trained to work in the area, and among those who do not, they are concerned with acquiring knowledge for working with inclusive students. There is unanimity about continuing education as a contribution of the university to basic education. Finally, it is emphasized the importance of research in this theme for the diffusion of knowledge and new practices.