Práticas pedagógicas que perpassam a compreensão do sistema monetário na educação especial: um estudo de caso no CAESP do município de Ponte Serrada - Santa Catarina

Abstract

The research in question deals with the "Pedagogical Practices that permeate the understanding of the monetary system in Special Education: a case study at the Specialized Educational Service Center (CAESP) in the municipality of Ponte Serrada - Santa Catarina". People with intellectual disabilities are often excluded from social practices, which involve the knowledge and use of money, linked to this, I take as a research question: What pedagogical practices and strategies regarding the monetary system and the use of money, are used by professors at CAESP in Ponte Serrada – SC, with young, adult and elderly students with intellectual disabilities, who attend the Specific Assistance Service (SAE) classes? In the search for an answer(s) to this problem, the research had the general objective: To investigate how the teachers who work in the SAE of CAESP in Ponte Serrada - SC develop pedagogical practices with young, adult and elderly students with intellectual disabilities, which enable the acquisition of knowledge about the monetary system and the use of money. The research is part of a qualitative approach, it is a case study, and the production of data for the analysis took place through interviews with teachers and the records in the researcher's field diary. The theoretical foundation was carried out through the state of knowledge, in which we found references such as: Miranda (2014), Viginheski (2017), Santos (2017) and Araujo (2012) and, later, we sought support in authors such as: D' Ambrósio (2005; 2006; 2009), Jannuzzi (2012), Pimenta (2012), Freire (1987, 1992; 1996), Gasparin (2009), Sartori (2013), Libâneo (2018), Zatti (2017), Minayo ( 1993), Gamboa (2013), Gil (2008), Bardin (2016), Gerhardt and Silveira (2009), Triviños (1987; 2006), among others. Data analysis had, as a parameter, the contextualization of the research space, observing forms of mediation, development of different pedagogical practices by the research subjects, consideration of empirical knowledge and the knowledge that students have about mathematical concepts, monetary system and use of the Money. The critical reflection of the empirical was based on the procedures of content analysis (Bardin, 2016). From the study, there is the recognition of the relevance of pedagogical strategies and teaching materials used in the implementation of teaching activities related to Mathematics Education, through the planning of actions that are closer to Ethnomathematics. At the end of the treatment of the empirical and its respective analysis, we prepared an intervention project with the professors at the institution to be developed in the second half of the year 2022, with this, we intend to contribute to the expansion of theoretical knowledge, which can strengthen even more teaching practices in the field of Special Education with young, adult and elderly people with intellectual disabilities.