TEACHER TRAINING AND KNOWLEDGE TO TEACH MATH: INVESTIGATIONS FROM THE PERSPECTIVE OF INCLUSIVE EDUCATION

Abstract

This article presents results of a mapping, based on a survey carried out in three national journals, which had publications with thematic edition organized by Working Group 13 (GT-13) of the Brazilian Society of Mathematics Education (SBEM) – Difference, Inclusion and Math Education. The objective was to identify which bases of knowledge permeate the discussions present in GT-13/SBEM investigations, in contexts of teacher education from the perspective of Inclusive Mathematics Education. We found twelve, that compose the corpus of this study, which were categorized based on the Knowledge Base Theory (SHULMAN, 1886, 1987) and articulated to the perspective of Rodrigues (2008), with regard to the dimensions of knowledge related to teacher professionalization. To discuss the data, we used the content analysis methodology, proposed by Bardin (1977). This study provides an overview of the legal documents that guide and regulate teacher formation from the perspective of Inclusive Mathematics Education and discusses aspects of teacher knowledge mobilized during formation practices investigated by the mapped research. The results point to contributions from teacher knowledge bases to teach Mathematics, considering an inclusive perspective, identified as: pedagogical knowledge, student knowledge, pedagogical content knowledge and knowledge of educational contexts. We conclude that investigations on teacher formation are promising actions for discussions within the professional development of teachers who teach Mathematics.