A MATEMÁTICA NA EDUCAÇÃO DE JOVENS E ADULTOS SOB A ÓTICA DA INCLUSÃO: O SOFTWARE GEOGEBRA COMO FERRAMENTA DE TECNOLOGIA ASSISTIVA PARA ESTUDANTES COM LIMITAÇÕES MOTORAS

Abstract

ABSTRACT

This article analyzes a pedagogical intervention within the context of Youth and Adult Education (EJA), focusing on the inclusion of a student with severe motor limitations resulting from neonatal complications. The physical barrier in handling conventional writing instruments was mitigated by introducing the dynamic geometry software GeoGebra, utilized here as Assistive Technology (AT). Grounded in Vygotsky’s Socio-Historical Theory and Mantoan’s inclusive education principles, the study describes the student's trajectory from initial motor resistance to the mastery of circular equations. The results demonstrate that removing physical and pedagogical barriers allows for cognitive "supercompensation," transforming the subject's relationship with mathematical knowledge and promoting autonomy within a mainstream education environment.

Keywords: Inclusive Education; Assistive Technology; EJA; GeoGebra; Vygotsky.