Um olhar inclusivo sobre as pesquisas realizadas em contexto de Laboratório de Educação Matemática : um estado do conhecimento de teses e dissertações brasileiras

Abstract

The aim of this study was to investigate how national scientific research, aimed at students in the last grades of elementary and/or high school and developed within the Laboratory of Mathematics Education, is constituted with regard to the implementation of practices in mathematics education from the perspective of inclusive education. To this end, using a qualitative approach, we conducted a bibliographic search of the state of knowledge and selected, through the Digital Library of Dissertations and Theses and the Catalog of Dissertations and Theses of the Coordination for the Improvement of Higher Education Personnel, 25 dissertations and one thesis in which practices with students in the last grades of elementary school and/or high school in mathematics were presented and discussed. The analysis of the data showed that there is no single definition of this environment, as there are also many nomenclatures that, although different, coincide in some points, such as the mathematics teaching laboratory and the mathematics laboratory, which are aimed at elementary schools because of their purpose. Regarding the theoretical basis of the studies, we found that the cultural-historical theory is configured as a trend in the activities carried out in the environment of the MTL. The most frequently used didactic resources are manipulable didactic materials, especially concrete materials and didactic games. The results of the studies analyzed were mostly related to mathematical content, focusing on computations and solving procedures, where the percentage accuracy of students in written assessments was taken into account. We found evidence of an inclusive perspective in the interactions during the activities, in the teacher's identification of difficulties in understanding the content and finding means to minimize them, and in a few papers, in the recognition of different learning times and modes. With this in mind, we present suggestions for activities in mathematics that take into account the integrative perspective from planning to assessment of student learning and instructional practice, activities that have been conducted in the Laboratory for Mathematics Education and Inclusion. We recommend that more studies of this type be conducted to bring the inclusive perspective more and more into the activities so that we can concretely imagine how this can be done in this framework. We also think it is plausible to extend theoretical studies with other types of scientific productions, such as scientific articles of events and journals, to verify if the results obtained confirm the level of knowledge we present in this study.