Formação docente e a inclusão do(a) estudante com deficiência: O que pensam futuros(as) professores(as) do curso de Licenciatura em Matemática do IFPE – Campus Pesqueira

Abstract

The inclusion of students with disabilities in the educational system needs to be recognized as a permanent process. In this perspective, the teacher as well as his/her education are essential elements for the implementation and consolidation of inclusive education. In this research, we seek to analyze what future mathematics teachers of IFPE – Campus Pesqueira think about the inclusion of students with disabilities and the training offered for this inclusion. Theoretical references of inclusion and teacher training were constituted by authors such as Mantoan (1997; 2003), Sassaki (2009; 2010), Mendes (2006) and Pimentel (2012). The research is qualitative in nature. Six future professors in training in the Degree in Mathematics at IFPE – Campus Pesqueira participated in the study. For data collection, performed remotely due to the covid-19 pandemic, we used the questionnaire with open questions. For analysis we used the Content Analysis Technique. Our results show that future mathematics teachers are still unable to discern for certain the meaning of school inclusion in its multiple meanings, because for them, the school inclusion is limited to the insertion of students with disabilities in regular education. Such perceptions may be associated with the fragile formation regarding the inclusive education offered by the training institution.