Inclusion in the initial training of teachers of mathematics

Detalhes bibliográficos
Autor(a) principal: Silva, Sani de Carvalho Rutz da
Data de Publicação: 2018
Outros Autores: Viginheski, Lúcia Virginia Mamcasz, Shimazaki, Elsa Midore
Tipo de documento: Artigo
Idioma: spa
Título da fonte: Acta Scientiarum. Education (Online)
Texto Completo: https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/32210
Resumo: This article presents the initial theme Math teacher education and inclusion of students with disabilities in regular education. It aims to analyze a practice in the initial formation of teachers of Mathematics with a view to the future teaching exercise that promotes the school and social inclusion of students with disabilities,  in a private institution of Higher Education of Parana. This research presents a qualitative approach, using applied research strategy. Were proposed to interview students with professionals working in the Special Education and Mathematics teachers who have students included in their regular groups; soroban classes and braille materials and adaptations. The results show that teachers provide insights into the future roadmap inclusion of people with disabilities can contribute to the discussion of pedagogical practice in front of the differences and thus promote a truly inclusive education. 
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spelling Inclusion in the initial training of teachers of mathematicsLa inclusión en la formación inicial de profesores de matemáticasA inclusão na formação inicial de professores de matemáticainclusive educationteacher trainingteaching mathematics.educación inclusivaformación del profesoradola enseñanza de las matemáticas.educação inclusivaformação do professoradoensino de matemáticaThis article presents the initial theme Math teacher education and inclusion of students with disabilities in regular education. It aims to analyze a practice in the initial formation of teachers of Mathematics with a view to the future teaching exercise that promotes the school and social inclusion of students with disabilities,  in a private institution of Higher Education of Parana. This research presents a qualitative approach, using applied research strategy. Were proposed to interview students with professionals working in the Special Education and Mathematics teachers who have students included in their regular groups; soroban classes and braille materials and adaptations. The results show that teachers provide insights into the future roadmap inclusion of people with disabilities can contribute to the discussion of pedagogical practice in front of the differences and thus promote a truly inclusive education.  Este artículo presenta como tema la formación inicial de profesores de Matemáticas y la inclusión de estudiantes con discapacidad en la enseñanza regular. Tiene como objetivo analizar prácticas  en la formación inicial de profesores de Matemáticas para ejercicio de enseñanza futura, teniendo como objetivo la inclusión escolar y social de los estudiantes con discapacidad, en una institución privada de Enseñanza superior de Paraná. Esta investigación presenta un enfoque cualitativo, utilizando como estrategia la investigación aplicada. Fueron propuestas a los académicos entrevistas con profesionales que actúan en la Educación Especial y profesores de Matemáticas que cuentan con estudiantes con discapacidad incluidos en sus grupos regulares; clases sobre braille y Sorobán y adaptaciones de materiales. Los resultados muestran que proporcionar a los futuros profesores conocimientos sobre la inclusión de personas con discapacidad puede contribuir a la reflexión de la práctica pedagógica frente a las diferencias y, así, promover una educación verdaderamente inclusiva.  Este artigo apresenta como tema a formação inicial de professores de Matemática e a inclusão de estudantes com deficiência no ensino regular. Tem como objetivo analisar práticas na formação inicial de professores de Matemática para exercer no futuro o seu ensino, tendo como objetivo a inclusão escolar e social dos estudantes com deficiência, em uma instituição privada de Ensino superior do Paraná. Este estudo apresenta um enfoque qualitativo, utilizando como estratégia a pesquisa aplicada. Foram propostas aos acadêmicos entrevistas com profissionais que atuam na Educação Especial e professores de Matemática que têm estudantes com deficiência incluídos nos seus grupos regulares; aulas sobre braille e soroban e adaptações de materiais. Os resultados mostram que fornecer aos futuros professores conhecimentos sobre a inclusão de pessoas com deficiência pode contribuir à reflexão da prática pedagógica frente às diferenças e, assim, promover uma educação verdadeiramente inclusiva.Universidade Estadual de Maringá2018-06-15info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/3221010.4025/actascieduc.v40i3.32210Acta Scientiarum. Education; Vol 40 No 3 (2018); e32210Acta Scientiarum. Education; v. 40 n. 3 (2018); e322102178-52012178-5198reponame:Acta Scientiarum. Education (Online)instname:Universidade Estadual de Maringá (UEM)instacron:UEMspahttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/32210/751375137832Copyright (c) 2018 Acta Scientiarum. Educationhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSilva, Sani de Carvalho Rutz daViginheski, Lúcia Virginia MamcaszShimazaki, Elsa Midore2022-02-17T22:09:35Zoai:periodicos.uem.br/ojs:article/32210Revistahttp://www.periodicos.uem.br/ojs/index.php/ActaSciEduc/indexPUBhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/oaiactaeduc@uem.br||2178-52012178-5198opendoar:2022-02-17T22:09:35Acta Scientiarum. Education (Online) - Universidade Estadual de Maringá (UEM)false
dc.title.none.fl_str_mv Inclusion in the initial training of teachers of mathematics
La inclusión en la formación inicial de profesores de matemáticas
A inclusão na formação inicial de professores de matemática
title Inclusion in the initial training of teachers of mathematics
spellingShingle Inclusion in the initial training of teachers of mathematics
Silva, Sani de Carvalho Rutz da
inclusive education
teacher training
teaching mathematics.
educación inclusiva
formación del profesorado
la enseñanza de las matemáticas.
educação inclusiva
formação do professorado
ensino de matemática
title_short Inclusion in the initial training of teachers of mathematics
title_full Inclusion in the initial training of teachers of mathematics
title_fullStr Inclusion in the initial training of teachers of mathematics
title_full_unstemmed Inclusion in the initial training of teachers of mathematics
title_sort Inclusion in the initial training of teachers of mathematics
author Silva, Sani de Carvalho Rutz da
author_facet Silva, Sani de Carvalho Rutz da
Viginheski, Lúcia Virginia Mamcasz
Shimazaki, Elsa Midore
author_role author
author2 Viginheski, Lúcia Virginia Mamcasz
Shimazaki, Elsa Midore
author2_role author
author
dc.contributor.author.fl_str_mv Silva, Sani de Carvalho Rutz da
Viginheski, Lúcia Virginia Mamcasz
Shimazaki, Elsa Midore
dc.subject.por.fl_str_mv inclusive education
teacher training
teaching mathematics.
educación inclusiva
formación del profesorado
la enseñanza de las matemáticas.
educação inclusiva
formação do professorado
ensino de matemática
topic inclusive education
teacher training
teaching mathematics.
educación inclusiva
formación del profesorado
la enseñanza de las matemáticas.
educação inclusiva
formação do professorado
ensino de matemática
description This article presents the initial theme Math teacher education and inclusion of students with disabilities in regular education. It aims to analyze a practice in the initial formation of teachers of Mathematics with a view to the future teaching exercise that promotes the school and social inclusion of students with disabilities,  in a private institution of Higher Education of Parana. This research presents a qualitative approach, using applied research strategy. Were proposed to interview students with professionals working in the Special Education and Mathematics teachers who have students included in their regular groups; soroban classes and braille materials and adaptations. The results show that teachers provide insights into the future roadmap inclusion of people with disabilities can contribute to the discussion of pedagogical practice in front of the differences and thus promote a truly inclusive education. 
publishDate 2018
dc.date.none.fl_str_mv 2018-06-15
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/32210
10.4025/actascieduc.v40i3.32210
url https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/32210
identifier_str_mv 10.4025/actascieduc.v40i3.32210
dc.language.iso.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/32210/751375137832
dc.rights.driver.fl_str_mv Copyright (c) 2018 Acta Scientiarum. Education
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2018 Acta Scientiarum. Education
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual de Maringá
publisher.none.fl_str_mv Universidade Estadual de Maringá
dc.source.none.fl_str_mv Acta Scientiarum. Education; Vol 40 No 3 (2018); e32210
Acta Scientiarum. Education; v. 40 n. 3 (2018); e32210
2178-5201
2178-5198
reponame:Acta Scientiarum. Education (Online)
instname:Universidade Estadual de Maringá (UEM)
instacron:UEM
instname_str Universidade Estadual de Maringá (UEM)
instacron_str UEM
institution UEM
reponame_str Acta Scientiarum. Education (Online)
collection Acta Scientiarum. Education (Online)
repository.name.fl_str_mv Acta Scientiarum. Education (Online) - Universidade Estadual de Maringá (UEM)
repository.mail.fl_str_mv actaeduc@uem.br||
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