Os jogos com regras na perspectiva do desenho universal: contribui??es ? educa??o matem?tica inclusiva

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Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior
To think about a school that is for everyone has been a challenge for many people connected to education worldwide demanding from researchers of each level of knowledge an association to such effort. The study presented on this paper unites itself to the voices, movements and researches of these scholars, seeking to contribute on building possibilities on which mathematics can be thought and worked on schools in order for every student to learn, whether they have some sort of deficiency, disorders, syndromes or not. This essay has the goal to investigate the possibilities of inclusive pedagogical practices mediated by math games with rules, developed and used throughout the Universal Design perspective; a qualitative research took place with a collaborative methodology that involved managers, teachers and students from a public school situated on the city of Natal/Brazil. On the investigation math games with rules were developed and made according to the Universal Design concept, starting from initial studies which articulated theoretical groundings to the reality of school and the teacher s conceptions. After that, classes using these tools were planned collectively which oriented inclusive pedagogical practices of classes from the 1st to the 4th year of elementary school. Throughout the process many instruments such as: tape recording, video footages, notes from the researcher; the teachers and the students were used for constant work evaluation and also to record the research data. In the end, the data indicated effective contributions of the mediated pedagogical practices by games with rules under the perspective of Universal Design for Inclusive Mathematics Education
Pensar uma escola para todos tem sido um desafio para in?meras pessoas ligadas ? Educa??o em n?vel mundial, demandando de pesquisadores em cada ?rea do conhecimento se associarem a tal esfor?o. O estudo aqui apresentado se junta ?s vozes, movimentos e pesquisas desses sujeitos, buscando contribuir no sentido de construir possibilidades para que a matem?tica seja pensada e trabalhada na escola com vistas ? aprendizagem de todos os alunos, sejam eles pessoas com defici?ncia, transtornos, s?ndromes ou n?o. Tendo como objetivo investigar as possibilidades de pr?ticas pedag?gicas inclusivas mediadas por jogos matem?ticos com regras, desenvolvidos e utilizados na perspectiva do Desenho Universal, efetivou-se pesquisa qualitativa, com metodologia colaborativa, que envolveu gestores, professores e alunos de uma escola da rede p?blica de Natal/RN. Na investiga??o, a partir de estudos iniciais que articularam fundamenta??o te?rica ? realidade da escola e ?s concep??es dos professores, foram desenvolvidos e confeccionados jogos matem?ticos com regras de acordo com o conceito do Desenho Universal. Em momento posterior, planejou-se coletivamente aulas com essas ferramentas, que nortearam pr?ticas pedag?gicas inclusivas em turmas do 1? ao 4? ano do Ensino Fundamental. No decorrer do processo, v?rios instrumentos foram utilizados para avalia??o constante do trabalho e tamb?m como registros de dados da pesquisa: grava??es, filmagens em v?deo, apontamentos da pesquisadora, dos professores, dos alunos. Ao final, os dados indicaram contribui??es efetivas das pr?ticas pedag?gicas mediadas pelos jogos com regras, na perspectiva do Desenho Universal, ? Educa??o Matem?tica Inclusiva