Matemática inclusiva na educação de jovens e adultos: o uso de jogos como ferramenta mediadora

Abstract

This research is supported by dimensions that complement each other in the construction of social knowledge, as it allows the student of Youth and Adult Education (EJA), as well as Special Education, good quality teaching that guarantees learning and development, helps this individual to become more aware of their capacity, their reality and their importance in society. Among these dimensions, the importance of survey research, methodological development and analysis of the results obtained relative to what is proposed to be investigated stands out. Also noteworthy is the construction of a teaching device that contributes to the development of pedagogical practices. Thinking about mathematics from an innovative and attractive perspective in the classroom, while also targeting people with specific needs, is a challenge. The discussion of this context refers to authors such as Oliveira, Silva, Santos (2020), Carvalho (2019), Kranz (2014, 2015), Prado and Piotto (2022), Martins and Rabatini (2011), Luria (2010) and Vigotski (1991). We aim to analyze the contributions of accessible games, from the perspective of Universal Pedagogical Design (DUP), for inclusive work with EJA students regarding the teaching and learning of mathematical concepts. Thinking about the importance of participatory work, and that research is not built in isolation, it is important to consider working together and how significant this can be in obtaining results, this project was built within the perspective of collaborative action research, therefore, it is of a qualitative nature. Data analysis took place through a survey of all the material collected throughout the research, including interviews, photos, filming, notes and personal statements. As this is a qualitative research, the instruments used give rise to a considerable number of descriptive data, which must be synthesized and organized in order to guarantee their analysis, in a process highlighted by Nunes et. al. (2015) as coding. Based on the activities proposed and developed with the students, a notebook was created containing the inclusive games with rules and the planning involved in the research. It is understood that such a product is necessary to expand the dissemination of inclusive proposals for Mathematics Teaching at EJA, both from a broad perspective and for a specific audience. The analysis of the results showed that the use of games with rules within the perspective of Universal Design brought important contributions to thinking beyond the common classroom structure. The students' reports after carrying out the proposed activities confirmed the new meaning in relation to Mathematics and the learning of the mathematical concepts worked on. Furthermore, the student with Specific Needs acted in a participatory manner and with greater rapport with his classmates, thus pointing out the importance of using inclusive games as a way of allowing inclusive work with EJA students and improving understanding of mathematical concepts.