Banca de QUALIFICAÇÃO: SUEMA SOUZA ARAUJO

MATHEMATICAL LITERACY AND STUDENTS FROM DIVERSE COLLECTIVES: 

A STUDY ABOUT THE PRACTICE AND CONTINUING TRAINING OF TEACHERS IN DF

Mathematical Literacy. Diverse collectives. Teachers’ formation. Inclusion. Diversity.

The process of mathematical literacy is a topic that, even with the growing interest of researchers, still requires studies to understand a little more about the complexity of teaching children, especially when it comes to children from different groups, that is, people with disabilities, with Autism Spectrum Disorder, with Functional Disorders, black people, indigenous people, among others present in the classroom. Reflecting on this process implies, for this study, recognizing the importance of mathematics in the first years of Elementary School, the challenges of teaching children from different groups and, above all, understanding the continued training of teachers who work in this context. In view of this, our general objective is to reflect on the challenges of the practice and continued training of literacy teachers when it comes to teaching mathematics to students from different groups. The consequences of this objective are: to reflect on the inclusion of students from different groups in the context of mathematical literacy; verify how SEEDF's continued training policies for literacy teachers have been established in the field of mathematics to serve diverse groups; and investigate the continued training of SEEDF literacy teachers in the context of mathematics and diversity in collective coordination school spaces. This is a qualitative research with exploratory nature, which was carried out through document analysis, bibliographical research and questionnaire application. The analysis of data collected through a questionnaire will be based on content analysis observing Bardin's assumptions. The textual organization technique chosen was the Multipaper format, in which the text is structured in a collection of independent but interconnected articles that, in this study, will be added to an introductory chapter and final reflections. Based on the studies in the first article, we found that inclusion implies dealing with diversity, where students can belong to several different groups, so it is necessary to understand the difficulties of students by identifying strategies and resources to promote inclusion at school, providing a wide variety of opportunities for them to experiment, observe and reflect. The preliminary results of article 2 showed that public policies for continuing teacher training are not sufficient for the number of teachers and that most of these training courses superficially addresses inclusion and diversity. Regarding article 3 we still have no results.