Saberes docentes e ensino de matem?tica para alunos com defici?ncia visual : contribui??es de um curso de extens?o.

Programa de P?s-Gradua??o em Educa??o. Departamento de Educa??o, Instituto de Ci?ncias Humanas e Sociais, Universidade Federal de Ouro Preto.Embora a legisla??o brasileira tenha avan?ado no sentido de promover a inclus?o de alunos com defici?ncia nas escolas regulares, observa-se uma profunda dist?ncia entre o que ela e a literatura na ?rea prop?em e a pr?tica cotidiana na maioria das escolas do pa?s. Uma parte significativa dessa problem?tica relaciona-se ? dificuldade dos professores para lidar com as demandas advindas da inclus?o escolar e de serem reduzidas as oportunidades existentes na forma??o inicial, e mesmo na continuada, de sensibiliza??o e constru??o de saberes coerentes com essa realidade. A presente pesquisa, de natureza qualitativa, se insere no campo da Forma??o de Professores para uma Educa??o Matem?tica Inclusiva e teve como prop?sito analisar poss?veis mobiliza??es de saberes relacionados ao ensino de Matem?tica para alunos com defici?ncia visual, por professores e futuros professores participantes de um curso de extens?o. Embasados teoricamente na literatura sobre saberes docentes, inclus?o e ensino de Matem?tica para pessoas com defici?ncia visual, construiu-se e desenvolveu-se um curso extens?o do qual participaram professores, futuros professores, monitores e int?rpretes de Libras. Os procedimentos metodol?gicos envolveram: observa??o, question?rio, di?rio de campo, grava??es em ?udio e v?deo dos encontros e registros produzidos pelos participantes ao longo do curso de extens?o. A an?lise dos dados produzidos pelos participantes com forma??o em Matem?tica (uma professora e quatro licenciandos) estruturou-se em tr?s dimens?es: o trabalho coletivo e a socializa??o de saberes; as reflex?es sobre o ensino de Matem?tica em uma perspectiva inclusiva; e aprendendo a ensinar Matem?tica em perspectiva inclusiva. Os resultados evidenciam que o curso de extens?o, al?m de sensibilizar os participantes em rela??o ? Educa??o Matem?tica Inclusiva, contribuiu para a mobiliza??o de saberes relacionados ao ensino de Matem?tica para alunos com defici?ncia visual em classes regulares tanto em rela??o ao conte?do matem?tico e sua did?tica quanto relacionados ? organiza??o da classe e produ??o de materiais.Although the Brazilian legislation has been advanced to promote the inclusion of students with special needs in regular schools, it has been observed a great distance between what the literature proposes and the daily practices in the majority of the schools in the country. A significant part of the problem refers to the difficulties that the teachers have to handle the demands of the inclusion and the reduction of the opportunities in the initial formation, and even in the continuing education, about the construction of knowledge in line with this reality. The present essay, of qualitative nature, is inserted in the field of Teacher training for Inclusive Mathematics Education and had as purpose to analyze possible mobilizations of knowledge related to teaching mathematics for students with visual impairment, by teachers and future teachers participating in an extension course. Theoretically based on the literature on teacher knowledge, inclusion and teaching of Mathematics for the visually impaired, a course was created and developed which was attended by teachers, future teachers, monitors and interpreters of Libras. The methodological procedures involved: observation, questionnaire, field journal, tape and video records from the meetings and produced by the participants involved. The analysis of the data produced by the participants with training in Mathematics (One teacher and Four Graduates) was structured in 3 dimensions: Collective work and the socialization of knowledge; the reflections on the teaching of Mathematics in an inclusive perspective; and learning to teach Mathematics in an inclusive perspective. The results show that, the extension course, as well as raising awareness in the participants with relation to the inclusive mathematics, contributed to mobilization of knowledge related to the teaching of mathematics for students with visual impairment in regular classes both in relation to the mathematical content and its didactics and related to the organization of the class and production of materials