Acessibilidade didática: praxeologias matemáticas sobre sequências para surdos(as) e ouvintes.

Abstract

This research is inserted in the fields of initial formation and continuing education of Mathematics teachers, situated, respectively, in the Mathematics Degree and in Integrated High School. The investigation aims to answer the question How can a didactically accessible Study and Research Pathway promote the reconstruction/elaboration of mathematical praxeologies in the teaching of sequences to deaf and hearing students? We adopted the Anthropological Theory of Didactics (ADT), by Yves Chevallard and collaborators, as a theoretical lens, but which also outlines our methodological path. To this end, a methodological-theoretical device called the Study and Research Pathway with Inclusive Potential for Teacher Training, the PEPPI-FP, was developed in a procedural way, built over seven study and research sessions with undergraduates and teachers. of math. The study aimed to investigate the mathematical praxeologies developed by teachers and students of the Degree in Mathematics, in the teaching of sequences for deaf and hearing students, as well as reconstruct those praxeologies that were not accessible didactically, to make them with inclusive potential. The main results of the research indicated that the undergraduates and teachers who participated in the professional training process, with the contribution of the PEPPI-FP device, identified aspects that should be considered when it comes to practices for inclusive education. The results of the investigation signaled that both the initial and continuing education of Mathematics teachers should count on the encouragement of studies with their peers, but it also reveals the importance of change, of moving and leaving the place of speech that “no is prepared for inclusion”. Participants admitted that preparation takes place in the course and dynamics of teaching life, in continuous training, in exchanges, to deal with the daily challenges present in classrooms.