Educação Matemática e deficiência intelectual, para inclusão escolar além da deficiência: uma metanálise das dissertações e teses 1995 a 2015

• Autor(a) principal: Moraes, Mara Cristina Vieira de
• Data de Publicação: 2017
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/8189
• topic: Educação Matemática; Educação inclusiva; Diferenças; Deficiência intelectual; Matemática Inclusiva; Mathematical education; Inclusive education; Differences; Intellectual disability; Inclusive Mathematics; TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL

The main objective of this work is to understand the process of school inclusion in addition to the inclusion of students with disabilities in regular schools, building an approach that corroborates the concretization of a process of inclusion of differences. It is argued that many differences were naturalized by education in the sameness that annihilates the other in the name of the higher self. Consequently it establishes a discussion about Mathematics Education and the education of students with intellectual disabilities for the construction of an inclusive mathematics. The methodology used is characterized by a bricolage between the state of the art and metanalysis, since a bibliographic survey was first constructed of the thesis and dissertation database of the Brazilian Digital Library of Theses and Dissertations from 1995 to 2015. This bibliographic survey identified 138 papers dealing with mathematical education and inclusive education of differences. Among these 138 researches, two theses and five dissertations were selected that contemplated mathematical education and intellectual deficiency, on which the meta-analysis was constructed. According to the theses and dissertations selected for the meta-analysis, a detail was elaborated on the characteristics of each research separately, identifying its objectives, motivations, strategies, results, etc. Subsequently, the meta-analysis that sought to unite the notes of the researchers, together with our theoretical references to demonstrate the possibility of constructing an inclusive mathematics for students with intellectual disabilities. Finally, we conclude that the process of school inclusion in difference and inclusive mathematics in difference are inconclusive processes, represent a being, a constant becoming of deficient alterity in its mystery.