Educação matemática inclusiva: o ensino e aprendizagem de matemática em oficinas pedagógicas para alunos com deficiência intelectual

Abstract

This study aimed to investigate the mathematical knowledge present in pedagogical workshops for students with Intellectual Disabilities (ID) who are outside the compulsory schooling age and receive pedagogical and therapeutic support at the Ana Cordeiro Rehabilitation Center (CHAC). The goal was to highlight the mathematical knowledge objects involved and emphasize the use of concrete materials in the workshops as a possible methodological approach for teaching and learning mathematics to this population. This qualitative, exploratory-descriptive research was conducted through structured observation of the activities of two workshops over a period of four weeks in November and December 2025, totaling 30 hours of observation. The data collection was carried out using systematized scripts with guiding questions about the thematic axis - Mathematics, in order to identify the following topics: the mathematical knowledge objects present in the Bookbinding and Straw Making workshops, the level related to Basic Education, the mathematics axis, the skills and competencies achieved by the students, according to the National Curriculum Base (BNCC), and how the discipline is presented within these processes. Through observations, it was possible to confirm the hypothesis of the presence of mathematics in the workshops, worked in a fundamental and intrinsic way to the actions required in the development of the activities, in addition to potential concepts to be worked on. It also revealed the need for improvement in teacher training in order to explore the potential for learning in real, practical and everyday activities in the lives of students with intellectual disabilities.