INITIAL TRAINING FOR MATHEMATICS TEACHERS IN AN INCLUSIVE PERSPECTIVE

Abstract

The present work has the objective of reflecting on the initial formation of the mathematics teacher in the inclusive perspective, seeking to understand the formation of the mathematics teacher, as well as the importance of studying about inclusion during the graduation. The research has a qualitative approach, which analyzed the Pedagogical Course Project (PCC) of public universities in the cities of Recife and Caruaru that have a Licentiate Degree in Mathematics in the face-to-face modality, in order to verify if these courses have, in addition to the Brazilian Language Signals - LIBRAS, courses aimed at the inclusion of people with disabilities. From this perspective, it was found that only one of the three universities has disciplines that address the research topic.