Educação matemática, um bem comunitário?: Resistindo à normalização e a hegemonia do simbólico

Solange H. A. A. Fernandes; Lulu Healy

doi:10.4322/gepem.2020.015

Educação matemática, um bem comunitário? Resistindo à normalização e a hegemonia do simbólico

Translated title of the contribution: Mathematics education, a communal possession? : Resisting the hegemony of the the symbolic

Solange H. A. A. Fernandes, Lulu Healy

Instituto Federal de São Paulo

Research output: Contribution to journal › Article › peer-review

Abstract

The studies carried out by the research programmeTowards Inclusive Mathematical Education focus on educational setting in which students with non-typical development,due to cognitive, sensory, physical or social conditions, are present. In this article, we present some theoretical aspects that have come to frame our position relative to Inclusive Mathematics Education and that have emerged from the analysis of studies carried out for more than a decade with disabled learners.The points raised in this article are organized around four recurring themes pointed out as “challenges to be negotiated” by students and teachers involved the inclusion of students targeted by Special Education –normalization, the structures of the educational system, the hegemony of the symbolic and interdependence. In the last part of the article, we present excerpts from interviews with teachers and students, which illustrate the perspective developed by our group.

Translated title of the contribution	Mathematics education, a communal possession? : Resisting the hegemony of the the symbolic
Original language	Portuguese
Pages (from-to)	202-220
Number of pages	19
Journal	BOLETIM GEPEM
Volume	76
DOIs	https://doi.org/10.4322/gepem.2020.015
Publication status	Published - 1 Jan 2020

Keywords

Inclusive Mathematical Education
Affect
Disability

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10.4322/gepem.2020.015Licence: CC BY-NC-ND

Cite this

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title = "Educa{\c c}{\~a}o matem{\'a}tica, um bem comunit{\'a}rio?: Resistindo {\`a} normaliza{\c c}{\~a}o e a hegemonia do simb{\'o}lico",

abstract = "The studies carried out by the research programmeTowards Inclusive Mathematical Education focus on educational setting in which students with non-typical development,due to cognitive, sensory, physical or social conditions, are present. In this article, we present some theoretical aspects that have come to frame our position relative to Inclusive Mathematics Education and that have emerged from the analysis of studies carried out for more than a decade with disabled learners.The points raised in this article are organized around four recurring themes pointed out as “challenges to be negotiated” by students and teachers involved the inclusion of students targeted by Special Education –normalization, the structures of the educational system, the hegemony of the symbolic and interdependence. In the last part of the article, we present excerpts from interviews with teachers and students, which illustrate the perspective developed by our group.",

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N2 - The studies carried out by the research programmeTowards Inclusive Mathematical Education focus on educational setting in which students with non-typical development,due to cognitive, sensory, physical or social conditions, are present. In this article, we present some theoretical aspects that have come to frame our position relative to Inclusive Mathematics Education and that have emerged from the analysis of studies carried out for more than a decade with disabled learners.The points raised in this article are organized around four recurring themes pointed out as “challenges to be negotiated” by students and teachers involved the inclusion of students targeted by Special Education –normalization, the structures of the educational system, the hegemony of the symbolic and interdependence. In the last part of the article, we present excerpts from interviews with teachers and students, which illustrate the perspective developed by our group.

AB - The studies carried out by the research programmeTowards Inclusive Mathematical Education focus on educational setting in which students with non-typical development,due to cognitive, sensory, physical or social conditions, are present. In this article, we present some theoretical aspects that have come to frame our position relative to Inclusive Mathematics Education and that have emerged from the analysis of studies carried out for more than a decade with disabled learners.The points raised in this article are organized around four recurring themes pointed out as “challenges to be negotiated” by students and teachers involved the inclusion of students targeted by Special Education –normalization, the structures of the educational system, the hegemony of the symbolic and interdependence. In the last part of the article, we present excerpts from interviews with teachers and students, which illustrate the perspective developed by our group.

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KW - Affect

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Educação matemática, um bem comunitário? Resistindo à normalização e a hegemonia do simbólico

Abstract

Keywords

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