A EDUCAÇÃO MATEMÁTICA INCLUSIVA NA FORMAÇÃO INICIAL: ANÁLISE DOS SABERES PROFISSIONAIS DE FUTUROS PROFESSORES DE PEDAGOGIA

Abstract

The article has as context the initial training of teachers who teach mathematics, with a focus on inclusive education. The presence of heterogeneity of knowledge, skills and ways of interpreting the world by students raises a demand in schools, which is inclusion. This demand, in turn, requires the construction of specific professional knowledge to actin the classroom.Taking this context into consideration, we have aimed to understand how the experiences of practice contact,as a support teacher, have repercussions on the formation and constitution of knowledge necessary for teaching mathematics from an inclusive perspective. The qualitative exploratory research used, as one of the investigative procedures, forms answered by final year students of a pedagogy course. After the analyses, the data showed that the insertion in the professional practice, still during the undergraduate course, contributes to the learning of teaching. The learning developed in contact with students in the school is characterized as a type of empirical knowledge, since it is situated and personal in nature. Some remarks are made about the scientific and pedagogical knowledge mobilized in school situations, which is crucial for the role of the pedagogy course in the preparation of the future teacher who teaches mathematics.

Keywords: Inclusion; Initial training; Teachers of mathematics