A prática como componente curricular: uma disciplina de educação inclusiva na formação inicial dos licenciados em Matemática

Abstract

In this research, we seek to analyze the contributions to the initial training of future teachers when they take a course of Practice as a Curricular Component (PCC) entitled Inclusion and Mathematics Education. The subjects participating in the research were undergraduate students in Mathematics from a Federal University in the Triângulo Mineiro region. The curricular component addresses, in an interdisciplinary way, the teaching of Mathematics Education in inclusive environments. Presenting a qualitative research, the data were constituted through two questionnaires answered by the participants, observations of the classes, activities carried out by the students and the researcher's field diary. To direct the analysis of the data, we sought new understandings highlighting the importance of the constitution of information so that in the end we can understand these data and not test hypotheses to prove them. In order to answer the question: What understandings and contributions can we highlight about the initial training of Mathematics Teachers when they take a course of Practice as a Curricular Component on Inclusive Education? Finally, it is worth highlighting that the incorporation of future teachers into inclusive experiences, in disciplines such as this one, will enable innovations in their work within the classroom. Experiencing the three moments of the PCC offered future teachers the opportunity to develop autonomy in the construction of knowledge, encouraging a reflective and investigative posture throughout the activities.