Deficiência intelectual: uma análise das percepções dos professores de Matemática sobre a síndrome de Down

Abstract

This dissertation aims to understand the perceptions of Mathematics teachers about working with students who have intellectual disabilities and Down syndrome. The mixed methods technique (qualitative-quantitative) and sequential exploratory procedures were used as an investigation strategy. Data collection was carried out from a questionnaire, via google forms, sent by SEED to Mathematics teachers in the state of Paraná – Brazil. For the organization, treatment and data analysis, Discourse Textual Analysis (DTA) was used to obtain categories and the Mathematica® software was used for Cluster Analysis (ClA). The research was based on the theories of Dário Fiorentini and Ubiratan D'Ambrósio on the formation of Mathematics teachers and on the theories of Lev Semenovich Vigotski on the formation of concepts, learning and defectology. The results showed that inclusion still has a long way to go, as some Mathematics teachers with specialization courses in the area of inclusive education feel unprepared and do not know how to act when working with students who have Down syndrome, due to the lack of experience and lack of knowledge about this disability. The results also show that inclusion is happening, most of the time, in a quantitative way, only with the inclusion of students in schools, that is, the lack of training, preparation and the number of students in the classroom are factors that complicate the advancement of inclusive education in regular basic education schools.