A formação de conceitos das operações matemáticas fundamentais por estudante com deficiência intelectual na educação de jovens e adultos: desafios e perspectivas

Abstract

The included practice goes beyond the teaching-learning process when it is analyzed and organized so that all the participants of this movement are considered as singular people in their rhythm and production of knowledge. The entitled research “Formation of the Basic Mathematical Operations Concepts per Student with Disability in EJA (Educação de Jovens e Adultos) – Challenges and Perspectives” analyzes the mediation in the formation process of the basic mathematical operations per student with intellectual disability in EJA. In a specific way, this research intends to describe situations of learning that involve mathematical games in the classroom, next to the student with intelectual disability, and also intends to identify elements that serve as a basis for the formation process of the basic mathematical operations concepts per student with this specific disability. So it examinates elements that serve as a basis for the formation process of basic mathematical operations per student with this specific disability. The historical and cultural theory that allows to hold the own attributes of the phenomenon was our reference for developing the investigation. Having as support the principles of this theory, we select the collaborative research because it is a methodological approach that shows us the elements for developing actions/ mediations – in a shared and collaborative way – to become possible the formation of those concepts. Meetings, oral and written stories, planning, collaborative observation and others were the methodological procedures used, since they are not compatible with the research modality but also in line with the proposed aims. Some categories were used to analyze the data directed by thought – mental function that prevails in the process of content formation –, such as comparison mental operations, analysis and summary, abstraction and generalization. Collaboration and pedagogical mediation, in an included perspective, allowed us to confirm the following thesis: pedagogical collaborative mediations, through the use of mathematical games, have an important contribution to the formation of the basic mathematical operations per student with intellectual disability.