Desafios da formação de professores para o ensino inclusivo de matemática nos anos finais do ensino fundamental

Abstract

This qualitative research aimed to analyze how inclusive pedagogical practices can contribute to a more equitable mathematics education, considering the training needs of teachers. To this end, three methodological procedures were used: a literature review conducted between 2010 and 2025, observation of 8th-grade classes, and a semi-structured interview with the teacher responsible for the participating class. The results of the review highlight gaps in initial and continuing teacher training, especially in preparation for dealing with different educational needs. The observations showed difficulties related to teaching time and the adaptation of activities, while the interview revealed the importance of active methodologies, such as games, to promote engagement and participation of all students. It is concluded that inclusive practices require robust teacher training, planning, and institutional support.