Práticas de inclusão no ensino da geometria plana

Abstract

Even though inclusion is a central issue in different education systems, there are groups that oppose the inclusion of students with special inclusion needs in regular education. Based on the historical contextualization of Special and Inclusive Education in Brazil and Plane Geometry. The choice of an inclusive approach in Mathematics classes in the teaching of Plane Geometry is justified, seeking to demystify stereotypes. The school inclusion of students with special educational needs is one of the main goals of the Law of Directives and Bases for Education. In this way, students with special needs, in addition to being included in regular education, need to learn content from the large curriculum. In order to understand how the inclusion of the student is carried out, this monograph is a bibliographic research which will address the issue relevant to the organization of the school space.