Narrative research in the context of inclusive mathematics education

• Autor(a) principal: Jesus, Thamires Belo de
• Data de Publicação: 2022
• Outros Autores: Garcez, Wagner Rohr, Esquincalha, Agnaldo da Conceição
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Actio (Curitiba)
• Texto Completo: https://periodicos.utfpr.edu.br/actio/article/view/15416
• topic: Ciências Humanas. Educação. Educação Matemática.; Pesquisa Narrativa; Grupos Socialmente Vulneráveis; Educação Matemática Inclusiva; Narrative Research; Socially Vulnerable Groups; Inclusive Mathematics Education

This article aims to promote dialogues on inclusive mathematics education from narrative research materialized through dissertations and theses. For this purpose, a literature review of national and international legislation was carried out. Previously described and a Boolean operator were used. After applying the search and selection criteria, researches were selected, with five theses and eight dissertations. In these productions, these narrative researches with students supported by Special Education, such as deaf, visually impaired and autistic students, as well as their guardians, tutors and teachers of Youth and Adult Education students, of students who comply with socio-educational measures in boarding school. The processes indicate that narrative research is quite adequate to show the inclusive mathematics education that collaborates with these researches, which are part of different groups of social vulnerabilities, making them visible and allowing a more real understanding of the results of people exclusion/inclusion narrated. In addition, studies of inclusive education, as life stories, through the stories of teachers, brought material from studies, studies of mathematical studies, especially from historically marginalized training groups. Despite the different dialogues defined, the term inclusion, within the research, still refers to an idea of definition. With this, we point out two mathematical aspects that are concerned with future research in mathematics education: The need for understanding to extrapolate a place of inclusion beyond the target audience of the special and take off from social issues and position it in dialogue with social issues unique and neutral that come to life from life stories narrated by people who experience/experienced unique processes. These displacement movements can promote new conceptions about teaching and learning mathematics in an inclusive perspective and launch a broader look at inclusion in the field of mathematics education. Finally, we highlight the urgency and importance of bringing historically marginalized people to the center of discussions in mathematics education and promoting productions “with” these people and not “about” them.