PROFESSORAS QUE ENSINAM MATEMÁTICA NO CONTEXTO DA EDUCAÇÃO ESPECIAL: UMA AVENTURA FORMATIVA SOB AS ONDAS DA PRÁTICA CRIADORA EM BUSCA DA PRÁXIS INCLUSIVA

Resumo

The doctoral thesis is related to the research line "Teacher Training and Curriculum" of the Graduate Program in Mathematics Education at the Federal University of Mato Grosso do Sul (UFMS) and aimed to investigate how creative practice, developed with teachers who teach Mathematics in the context of Special Education, can promote inclusive praxis. In addition, it had specific objectives: 1. To provide knowledge of digital technologies to teachers who teach Mathematics in the context of Special Education from an inclusive perspective; 2. To understand how collaborative training design contributes to the use/creation of Digital Technologies (DTs) in Mathematics teaching; 3. To discuss the relationships with knowledge established through creative practice; and 4. To analyze the dimensions mobilized by creative practice that promote inclusive praxis. To do so, the thesis discusses historical aspects and main legal milestones related to Special Education, as well as presenting the results of a Systematic Literature Mapping (SLM) of national and international research at the master's and doctoral levels that deal with the use and/or creation of technologies for teaching Mathematics from an inclusive perspective, revealing new oceans to be explored. The research is delineated from a philosophical approach based on Praxis, under the light of the Creative Chain and anchored in the Theory of Relationship with Knowledge. Given the scenario imposed by the COVID-19 pandemic, field research was carried out through virtual workshops, which we titled: Creative Kolmos in a Collaborative Design: an alternative for continuing education in/for Special and Inclusive (Mathematics) Education, carried out in partnership with the Research Group Training and Mathematics Education - FORMEM, linked to the Federal University of Mato Grosso do Sul - UFMS. Teachers who teach Mathematics in the Specialized Educational Assistance (AEE) in public schools in the state of Paraíba participated in the study, choosing, as instruments for data production, threads of stories (narratives (auto)biographical), reflective writing, virtual face-to-face dialogues, reflective sessions, questionnaire, and narrative video. For data analysis, the preliminary visualization of the corpus was carried out through text mining technique with the help of the IRaMuTeQ software (R Interface for Multidimensional Text and Questionnaire Analysis); Pre-analysis/cross-reading; Thematic reading - thematic units of analysis; Interpretive reading - comprehensive understanding of the corpus and the new emerging. Throughout our analytical dives, we returned with different original findings, among them, we recorded the first formative experiences for the use/creation of digital games and Augmented Reality (AR) for the practice of teaching Mathematics in Specialized Educational Assistance (AEE), as well as their impacts on the learning process. At the end of this formative adventure, we can affirm that collaborative design contributes to the mobilization of identity, collaborative, and creative dimensions in the training of teachers who teach Mathematics in the context of Special Education for the use/creation of technologies in multifunctional resource rooms, as it fosters an active posture in the construction of artifacts, in a reflective and critical way, leads to a process of resignification of their practices, in relations with the world, with others and with themselves, instigating and facilitating the development of inclusive praxis.

Dados da obra

Tipo

Tese (doutorado)

Instituição

UFMS

Ano

2023

Idioma

pt

Palavras-chave

Educação Matemática; Formação continuada; Da Relação com o Saber Docente; Tecnologias Digitais; Criatividade.

Temas

Currículo, Formação de Professores de Matemática, Inclusão, Tecnologias Digitais

Handle

https://repositorio.ufms.br/handle/123456789/5770

Acesso

Texto completo na fonte

Fontes

BDTD/IBICT

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026