Banca de QUALIFICAÇÃO: HOZIANA CUNHA DE MEDEIROS

INCLUSIVE MATHEMATICS IN THE EDUCATION OF YOUNG PEOPLE AND ADULTS: THE USE OF GAMES AS A MEDIATING TOOL

nclusive Special Education. Mathematics Education. Youth and Adult Education. Universal Pedagogical Design.

This research is based on different dimensions that complement each other in the construction of social knowledge, since it allows students of Youth and Adult Education (EJA), as well as Special Education, to have quality teaching that guarantees learning. and development, helps this individual become more aware of their capabilities, their reality and their importance in society. Thinking about mathematics from an innovative and attractive perspective in the classroom, and also targeting people with specific needs, is undoubtedly a challenge. The discussion of this context is referenced by authors such as Oliveira, Silva, Santos (2020), Carvalho (2019), Kranz (2014, 2015), Prado and Piotto (2022), Martins and Rabatini (2011) and Luria (2010). We aim to analyze the contributions of accessible games, from the perspective of Universal Pedagogical Design (DUP), for inclusive work with EJA students regarding the teaching and learning of mathematical concepts.

To this end, the work involved: developing games with rules, within an inclusive perspective, that allow work with concepts from the area of mathematics; develop strategies for pedagogical work with games, in order to allow the teaching and learning of mathematical content; develop classes with mathematical games, based on the fundamentals of DUP; promote collaborative work between all students in the EJA class; evaluate inclusive pedagogical practices with games with rules, for teaching and learning mathematical concepts in EJA. Thinking about the importance of participatory work, and that research is not built in isolation, it is important to consider working together and how significant this can be in obtaining results, this project was built within the perspective of collaborative action research, therefore, it is of a qualitative nature. Data analysis will be carried out through a survey of all the material collected throughout the development of the research, including interviews, photos, filming, notes and personal statements. As this is a qualitative research, we understand that the instruments used will give rise to a considerable number of descriptive data, which must be synthesized and organized in order to guarantee their analysis, in a process highlighted by Nunes et. al. (2015) as coding. Based on the activities proposed and developed with the students, a notebook will be created with games with inclusive rules and the planning involved in the research. We believe that such a product is necessary to expand the dissemination of inclusive proposals for Mathematics Teaching in Youth and Adult Education, both from a broad perspective and for a specific audience.