APRENDIZAGEM DA DOCÊNCIA E TDAH: ANÁLISE DE UMA PRÁTICA FORMATIVA ENVOLVENDO LICENCIANDOS(AS) EM MATEMÁTICA DE UM INSTITUTO FEDERAL MINEIRO

Abstract

Learning to teach Mathematics takes place through engagement in the profession's practices, from which one can gradually improve professional knowledge. Thinking about this learning from an inclusive perspective increases the demands and the need to develop a positive attitude towards diversity and specific knowledge that favors mathematical practices in different contexts. In this article, we analyze a formative practice developed with a group of Mathematics graduates from a federal institute in Minas Gerais. This formative practice is part of a teaching project. It took place in the fifth meeting of the project. In it, the group had the opportunity to talk to a professional specialist in ADHD, who, in addition to sharing her knowledge and practices, also pointed out possibilities for the teaching work and discussed proposals thought by the group. We produced data from the meeting observation recorded in the researcher's field diary. We also used audio and video recordings. The results suggest that the undergraduates participated in the practice as professionals, engaged in teaching tasks, adopting a proactive and sensitive attitude towards students with ADHD, but thinking of the classroom as a space for everyone.

Keywords: Mathematics Education. Learning to teach. Teaching certification in Mathematics. ADHD. Formative practices.