Educação Matemática Crítica, Inclusão e Narrativa Pedagógica: Uma Proposta Formativa para Professores em Formação Inicial
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https://doi.org/10.30612/tangram.v8i1.19468Keywords:
Critical Mathematics Education. School Inclusion. Pedagogical Narratives.Abstract
he article addresses the challenges and possibilities of teacher training that integrates the perspectives of Critical Mathematics Education, Inclusive Education, and teacher subjectivity. Grounded in reflective and (auto)biographical narrative practices, the research is conducted with undergraduate Mathematics and Pedagogy students at the Federal University of Bahia (UFBA). This approach seeks to promote initial training that connects technical, human, and cultural dimensions, fostering more inclusive pedagogical practices aligned with the demands of diversity. Critical Mathematics Education is highlighted as a tool for social emancipation, encouraging reflection on social and structural contexts through mathematics. Simultaneously, Inclusive Education emphasizes the need to develop pedagogical strategies that embrace individuals' singularities, ensuring accessibility and equity in teaching. Valuing teacher subjectivity emerges as a central element, enabling educators to align their experiences and trajectories with educational practices. The research employs the narrative documentation of pedagogical experiences as its core methodology, connecting individual knowledge with collective demands. Expected outcomes include strengthening the theoretical, political, and practical competencies of future teachers, alongside valuing subjectivities and diversity in educational practices. It concludes that the integration of Critical Mathematics Education, Inclusivity, and teacher subjectivity is essential for transforming initial teacher training and fostering a more accessible education aligned with contemporary realities.
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