O significado da adaptação de atividades para estudantes com deficiência intelectual expresso por professores de matemática e pedagogos

Abstract

The need for exploratory, methodological and accessible resources to work with students with intellectual disabilities is the subject that is part of the school context and in recent decades studying to give meaning in learning the basic contents and socialization of the individual to be included. In view of the studies on inclusion, there is a need to deepen those on the subject. The current educational context presents contradictory situations regarding inclusion, and the offer of inclusive education needs to be thought of in order to provide access to knowledge and school space. Our dissertation on the elaboration and execution of a workshop for the adaptation and construction of mathematics education materials, with meetings, which provide guidance and reflection from a group of base teachers formed around the potential and education of students with intellectual disabilities. Our objectives were to identify what are the conceptions regarding the inclusion of students with Intellectual Disabilities by the teachers participating in a discussion group; Contributions of a training course for the development of concepts related to the adaptation of mathematics activities and understanding of the student's importance in the individualized look at inclusive education. To this end, teaching and teaching strive to answer the directed question: What is the meaning expressed by Mathematics teachers and Pedagogues about inclusive content and the adaptation of materials and content for students with Intellectual Disabilities? We base ourselves on Vygotsky's theoretical vision, and objectives, thus, base our actions. With a qualitative approach, we used in our analysis Cores of Meaningful Learning Content for Teacher Learning for Learning in Moments of Content Learning Practices for Teacher Learning for Learning of Intellectual and Mathematical Content Learning. In this way, the importance of continuing teacher education is highlighted, in which the practices of adaptation and reflection on the person with whom they will become part of this professional construction. And we could see that a historicity permeated by the work context in which the teacher is inserted, as well as offers of training spaces, tend to influence their Meanings in an exclusive relationship and as curricular course practices.