Resumo:
It is understood that providing the future Mathematics teacher with opportunities to reflect on
pedagogical actions with Manipulative Materials and Games for inclusive education is a
significant training practice. Thus, guided by the study of the Knowledge Base for Teaching,
proposed by Shulman (1987), and the Mathematics Teacher's Specialized Knowledge (MTSK)
model, developed by Carrillo et al. (2013) and Montes et al. (2014), this research sought to
investigate and understand the knowledge mobilized by future teachers when developing
proposals for activities based on the use of Manipulative Materials and Games for teaching
Mathematics in an inclusive perspective. With a qualitative approach, this investigation is
characterized as a training-research by enabling the researcher teacher to produce meanings and
meanings for their own training. With the field phase of the research carried out in a subject of
the Mathematics degree course, with a focus on Practice as a Curriculum Component, we sought
to answer the following question: What knowledge is mobilized by future Mathematics teachers
when developing proposals for activities based on the use of manipulative materials and games
for teaching the discipline in an inclusive perspective? From the development of seminars by
the undergraduates, in the analytical process of this investigation, we sought to identify in the
speeches and productions of future teachers evidence of teaching knowledge, based on the
Knowledge Base for Teaching and the MTSK model. Even with the limitations of the remote
teaching format, imposed by the Covid-19 pandemic, the results were positive, indicating the
mobilization of Mathematical Knowledge related to the Topics and Structure of the discipline,
as well as Pedagogical Content Knowledge (PCK) about Teaching, the Characteristics and
Parameters for learning Mathematics. In this sense, it is worth emphasizing the greater
recurrence of knowledge related to the PCK subdomains, of which the Mathematics Teaching
Knowledge (KMT) is highlighted as the one mobilized in greater number, in all the analyzed
proposals. Mostly, the KMT evidence referred to the possibilities that can emerge from the use
of Manipulative Materials and Games, in teaching actions of Mathematics in the Inclusive
perspective. From the categories of Knowledge of Educational Contexts and Knowledge of the
Purposes and Purposes of Education and its historical basis, knowledge was mobilized about
the school reality and the importance of training processes for the exercise of teaching in
inclusive contexts. Therefore, the results suggest the formative actions of this research as
significant alternatives to professional teacher development, by providing the mobilization and
articulation of disciplinary and pedagogical knowledge, based on the inclusive teaching of
Mathematics.