Práticas Inclusivas e o Ensino da Matemática – Para todos? Ou Para cada um?

Abstract

With the democratization of education, an element is evident in the classroom that did not exist when education was for the few and was homogenizing: diversity. It has its value as it strengthens the group and offers everyone greater learning opportunities through the relationships in the classroom. In response to this diversity, Inclusive Education is an educational policy that is part of a broader strategy to promote an inclusive society. The goal in school inclusion, as opposed to the homogenizing model, is to value and recognize in diversity a human condition that promotes learning. According to the Salamanca Statement1, students "who have special educational needs2 should have access to mainstream schooling, which should accommodate them within a child-centered pedagogy capable of meeting their needs" (UNESCO, 1995). In other words, limitations are now considered precious information that cannot be ignored when drawing up teaching plans, but our focus is on identifying the possibilities and potentialities of our students, moving us to build alternatives that ensure conditions for school and social autonomy, making the group of students equal in rights (Prieto, 2006). The emphasis shifts from normalizing the subject to changing the environment in order to provide everyone with better conditions for learning and development.