Thiago Donda Rodrigues, Fernanda Malinosky Coelho da Rosa, Alan Pereira Manoel
{"title":"Exclusion and inclusion processes in Mathematics classrooms: reflections on difference, normality and cultural issues within three different contexts","authors":"Thiago Donda Rodrigues, Fernanda Malinosky Coelho da Rosa, Alan Pereira Manoel","doi":"10.54870/1551-3440.1559","DOIUrl":null,"url":null,"abstract":"The Education for All proposal is an international document substantiating some approved national laws aimed at providing high-quality education for all: peasants, quilombolas, indigenous, landless individuals, women, people with disabilities, among others. However, when it comes to inclusion and School Mathematics , regardless of all advances in the Mathematical Education field, this subject remains formally introduced and taught, it still disregards the concept of teaching all, since it is inaccessible to most students. The aim of the current article is to reason on cultural , normality and difference issues, as well as on practices observed in the School Mathematics that contribute to promote exclusion in school environment. It was done by problematizing three contexts: Special, Afro-Brazilian and Indigenous education, and its inherent inclusion advances and challenges.","PeriodicalId":44703,"journal":{"name":"Mathematics Enthusiast","volume":"1 1","pages":""},"PeriodicalIF":0.3000,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Mathematics Enthusiast","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.54870/1551-3440.1559","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"MATHEMATICS","Score":null,"Total":0}
引用次数: 1
Abstract
The Education for All proposal is an international document substantiating some approved national laws aimed at providing high-quality education for all: peasants, quilombolas, indigenous, landless individuals, women, people with disabilities, among others. However, when it comes to inclusion and School Mathematics , regardless of all advances in the Mathematical Education field, this subject remains formally introduced and taught, it still disregards the concept of teaching all, since it is inaccessible to most students. The aim of the current article is to reason on cultural , normality and difference issues, as well as on practices observed in the School Mathematics that contribute to promote exclusion in school environment. It was done by problematizing three contexts: Special, Afro-Brazilian and Indigenous education, and its inherent inclusion advances and challenges.
期刊介绍：
The Mathematics Enthusiast (TME) is an eclectic internationally circulated peer reviewed journal which focuses on mathematics content, mathematics education research, innovation, interdisciplinary issues and pedagogy. The journal exists as an independent entity. The electronic version is hosted by the Department of Mathematical Sciences- University of Montana. The journal is NOT affiliated to nor subsidized by any professional organizations but supports PMENA [Psychology of Mathematics Education- North America] through special issues on various research topics. TME strives to promote equity internationally by adopting an open access policy, as well as allowing authors to retain full copyright of their scholarship contingent on the journals’ publication ethics guidelines. Authors do not need to be affiliated with the University of Montana in order to publish in this journal. Journal articles cover a wide spectrum of topics such as mathematics content (including advanced mathematics), educational studies related to mathematics, and reports of innovative pedagogical practices with the hope of stimulating dialogue between pre-service and practicing teachers, university educators and mathematicians. The journal is interested in research based articles as well as historical, philosophical, political, cross-cultural and systems perspectives on mathematics content, its teaching and learning. The journal also includes a monograph series on special topics of interest to the community of readers.
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