Ensino de matemática na perspectiva da inclusão escolar: adaptando práticas pedagógicas para educandos com paralisia cerebral

Abstract

This work intends to present options to pedagogical standards of maths, aimed to Cerebral Palsy (CP) students from the 3º year of elementary school. The research is qualitative, made bibliographically. The results were achieved in an exploratory way, in the search for mathematical teaching activities, using the Neo-mobility research (GAMBOA, 2007) as perspective, which brings new suggestions aiming to renew and invent. The data were collected by the analysis of activities and math materials that are available on the online page of Brazilian Society of Math Education (SBEM) , and require adaptations. The theory lines used in this article had as an objective to clarify CPs questions, Mathematics Teachings and Inclusive Education. Aiming to adapt standard and pedagogical materials to PC students from the 3º year of elementary school, multiplication, fractions and units of measures materials were created, based in pragmatic contents stated in the National Curricular Parameters (PCNs). The research indicated new possibilities and challenges to elementary education pedagogues, making it possible to think in Mathematics Teachings to CP students in a school universe. It was also indicated the importance of Inclusive Education to the CP students, once it is possible to see the needing of encouraging their potential, as well as their wishes. This potential grows when the adapted materials become part of the class.