A EMPATIA COMO RESULTADO DA SENSIBILIZAÇÃO E CONSCIENTIZAÇÃO DO DIREITO DAQUELE QUE NÃO É IGUAL

Abstract

This article sought to unveil the Inclusive Mathematics Education together with five teachers who teach Mathematics in an inclusive regular school, so that they could discover and recognize themselves through reflections on their actions. This study investigated the discourses based on the premise that the representations that these professionals have of themselves as educators interfere on their pedagogical practices and empathy of relationships developed with students, with or without disabilities, in theschool environment. The theoretical reflections were centered on the works of Gee (1996, 2001, 2008), Gallese (2005, 2010)andSchön (1992), who offered support for the elaboration of application and analysis of a set of methodological procedures used in the first interviews and sensitization workshop. This work required teachers to reflect on and about their actions, to look at their own experiences in the scenario of Mathematics Education and how they shaped their instructional vision and practice in inclusive classrooms, thinking about a better way to practice Mathematics Education in the inclusive scenario, teachers had to reformulate their practices to engage students belonging to the target audience of Special Education, or not, in learning, inside and outside the school.

Keywords: Inclusion. Teachers. Inclusive Mathematics Education.