Narrativas de docentes sobre inclusão nas aulas de Matemática durante a pandemia

Abstract

The present work focuses on investigating how Mathematics teachers from the state basic education network of Paraná, especially those working in Curitiba, mobilized to adapt to the new working conditions in remote teaching, considering the educational needs present in the classes. For this, we conducted interviews, parameterized by the Oral History (HO) methodology, with five Mathematics teachers working during the pandemic period. Based on the interviews, we elaborated narratives that, through a narrative analysis of narratives, resulted in a new narrative, in which we addressed the encounters and disagreements between the experiences that the collaborating teachers shared with us, in addition to our theoretical perceptions about the reports of how the movement occurred to continue the teaching and learning process during emergency remote teaching. This research highlighted the need to continue discussing the ways in which the process of inclusion of students with special educational needs occurs in the environment. In addition, as it is a research developed in a Master’s Degree, we present as an Educational Product (EP) our narrative analysis of narratives as another space, in which we seek to reach and instigate, in particular, teachers working in basic education to that we continue the discussions and the walk in the attempt to make the school environment a welcoming and inclusive environment.