O ensino da matemática para pessoas com paralisia cerebral : uma análise de ações pedagógicas na educação básica

Abstract

This research is based on the articulation between inclusion and Mathematics teaching and aims to categorize pedagogical actions that enable a more effective teaching of Mathematics for people with Cerebral Palsy (CP) included in the regular classroom, in order to contribute, mainly, for the development of teaching and assessment strategies, the use of resources appropriate to the physical limitations of students and the recognition of different forms of language used by teachers and students. The theoretical reference was structured based on the tripod: Neurosciences; Mathematical Learning; CP. It presents discussions about legal documents that guarantee the rights of these students and a meta-analysis of academic productions about this theme that have been mostly carried out in the last decade, exposing its main objectives and results. To develop the research, twenty-four participants were invited, eleven students with CP and thirteen Mathematics teachers who had students with CP in their classes. Initially, a student and three teachers contributed with their experiences through a semistructured interview [student] and a questionnaire [teachers], in order to build up a priori categories that enabled hypotheses for possible pedagogical actions. Then, through a semistructured interview constructed from the analysis of the testimonies of the four initial participants, ten students and ten teachers were interviewed and, starting from the a priori categories, their speeches were categorized in order to define the possible emerging actions that answer to the research question. The analyzes and categorizations of the identifications were evaluated using the Discursive Textual Analysis (DTA) method, considering the articulation between the meta-analysis performed and the theoretical reference. From the analysis process, final categories emerged in two dimensions. In the first, categories are classified as including people with CP and are entitled: Attitudes of inclusion and exclusion; Different uses of language; The use of differentiated resources; The resource room; Alternatives to include. In the second, the final categories are related to the topic of using / learning Mathematics, entitled: Teaching and Learning; The evaluation; Teacher training; The classroom; The dedicated teacher; and Learning Mathematics. The legitimacy of these actions was done through a questionnaire built on the Google Form platform in which the participating teachers and 45 other mathematics teachers who had with CP students attributed concepts in relation to the offer of each action. This classification used the Likert scale as a theoretical basis. Highlighting the main actions, the emphasis is on the continuity in teacher training, such as forms of communication, teaching methodologies, encouragement to overcome physical and cognitive difficulties, as well as the use of alternative resources and the enhancement of students 'and teachers' skills and a better coexistence among all. It shows that the recognition of the skills of a student with CP and the demystification that having CP is not synonymous of learning disability, contribute to the coexistence between teachers and students to have positive results, respecting the fact that each one has a form or a particular level to learn this science.