Conhecimentos mobilizados por futuros professores de matemática em um contexto de práticas formativas na perspectiva inclusiva

Abstract

Given the urgency of rethinking teacher education in relation to the knowledge necessary for teaching Mathematics from an inclusive perspective, this research sought to investigate what knowledge is mobilized by undergraduates who experience training practices in an inclusive perspective. With a qualitative approach, this research is characterized as a training-research, whose data were produced in the scope of two disciplines with a workload totally dedicated to practice as a curricular component. These disciplines, developed in two academic semesters, were planned in collaboration with the instructor/advisor, with the aim of providing training practices in an inclusive perspective. To enable the analysis of the training process, audio and video recordings, photographic images and materials produced by the students were used. Data analysis was based on the concept of knowledge, especially on the Mathematics Teacher Specialized Knowledge (MTSK) model. The findings indicate that by providing training practices in an inclusive perspective, especially those that value the presence of the basic education teacher as a co-trainer and that consider the inclusive school context also as a field of training, the future teacher mobilizes both Specialized Teacher Knowledge of Mathematics (MTSK), and Specific Knowledge for the teaching of Mathematics in the Inclusive perspective (CEMI), predominantly those related to pedagogical content knowledge. The future teachers understood the importance of including students with Special Educational Needs (SEN) in the regular classroom, the need for training of education professionals (teachers and school) and the importance of regent teachers working in partnership with Support Teachers and Interpreters of Libras, which also require qualification. They were also able to conclude that studying, experiencing, researching, elaborating, creating and developing new methodologies and resources can help in the teaching and learning process of Mathematics for students with SEN. The work developed enabled the undergraduates to mobilize and build knowledge about teaching, in conjunction with practice. Thus, the two disciplines played an important role in the for-the-practice knowledge of a teacher who can work with students with SEN. The training practices and the moments of performance at the school proved to be a favorable context for the development of specific knowledge of the teaching profession. However, teaching in this direction requires a lot of dedication from the teacher trainer, as it requires hard work, seeking links with the school and teachers, in addition to a great willingness to learn. In this context, on the one hand, the participation of the teacher/advisor made it possible for her to learn about inclusion and reflect on her practice as a trainer, on the other hand, the participation of the researcher teacher allowed reflections on her own inclusive practices, in the classrooms where she acts, in addition to new knowledge about working as a teacher trainer in an inclusive perspective.