Banca de QUALIFICAÇÃO: RAENE GALVÃO FARIAS

Dyscalculia: History, Memory, Transformaction

Dyscalculia. Mathematics Teaching. Inclusion.

Dyscalculia is a specific impairment in arithmetic learning that occurs in individuals without necessarily neurological, psychiatric, sensory and emotional disorders. In the school routine, numerous difficulties of students related to the ability to solve mathematical problems and certain skills with calculations can be noticed. Do they have Dyscalculia? How to contribute to the processes of identification, diagnosis, intervention and inclusion of students with Dyscalculia in school spaces and outside of it? This research has as general objective to narrate a history of teaching and learning of a dyscalculus student from a school in the city of Assú/RN. It is understood that in the middle of a historiographical investigation with such narratives, reflections about dyscalculic students are necessary, making them not invisible to the eyes of the educational system, especially the Mathematics teacher, who may have assertive actions for these students in the classes of this discipline. This is a qualitative research, highlighting interpretations, values and human experiences. In this tuning fork, bibliographical and documental research is linked. As a tool, interviews were used to reconstitute and narrate how the teaching and learning of Mathematics of a student who has Dyscalculia takes place and what this diagnosis demands from those around him. In the voice of the actors, those who experience Dyscalculia – parents, students, teachers, psychopedagogues – the (trans)form(action) of their practices was described, in view of the personal reality experienced.In view of this, as we are in a professional master's degree, we present an Educational Product - a video - that brings, through Cordel Literature, the existence of dyscalculus in schools, highlighting the importance of this diagnosis, their families and school members. Finally, even partially, we concluded that, with the narrative, we were able to perceive contributions to the understanding of the processes of identification, diagnosis, intervention and inclusion of students in the school context, because, based on the statements of the interviewees, we reflected on the importance of accompany the student from the first school activities, so that these can lead to an accurate diagnosis with professionals who work in this scenario. In addition, the school will allow itself to be a driving force, together with the family, so that there are pedagogical interventions in the construction of knowledge of dyscalculus. Here, there is inclusion. This, in turn, is a preponderant axis capable of making the dyscalculus student immersed in school and social spaces.