Prática pedagógica em matemática: contexto de atendimento educacional especializado (AEE) a alunos dos anos finais do ensino fundamental

Abstract

In the current context, education goes through challenges and transformations that involve, among several pressing discussions, the right to inclusion of different citizens. In this scenario are students with disabilities, which demand studies and actions that meet their specific needs, given that the educational process of people with disabilities was marked by a history of segregation. However, several movements, such as social inclusion, have sought to defend and discuss the necessary conditions for their learning, encouraging the development of public policies in line with their educational needs. Thus, this study aimed to analyze the context of pedagogical practice in mathematics developed by teachers of Specialized Educational Assistance (AEE) classrooms involving students in the final years of Elementary School. The specific objectives were organized as follows: a) To know the teacher's perception of the teaching, learning and development triad involving students with disabilities; b) Present the proposal for organizing the teaching of mathematics developed in the AEE room; c) Identify evidence of learning and development in Mathematics of students with disabilities in the context of AEE. The research was constituted through the theoretical foundations that deal with a brief historical discussion that deals with the disabled person, the Specialized Educational Service, as well as the formation and pedagogical practice in Mathematics to understand the context that the object of study deals with. In the methodological aspects, the research was guided by the principles of the qualitative approach, involving two participants who work in the Specialized Educational Assistance (AEE) room of a state public school located in Teresina-PI. Data were produced through the application of a semi-structured interview. In the analysis process, the discussion of the apprehended data was based on three axes: Teaching, learning and development triad; Organization of mathematics teaching in AEE; and Evidence of student learning and development in mathematics in AEE. Regarding the development of pedagogical practice in mathematics in the AEE classroom, the results showed that there is no teaching organization for this specific area. Emphasis has been given to the specificities of students, from the initial diagnosis that indicates individual needs in all areas of knowledge, culminating in the elaboration of the Individual Development Plan (PDI).