Marinho, Karem Keyth de OliveiraAlves, Vitor Kaléu Fermin2023-10-172024-08-302023-10-162023-10-172023-10-16https://ri.uea.edu.br/handle/riuea/998There is a lot of talk about tools that help the teaching of Mathematics, and increasingly about providing an inclusive school environment, from this perspective, the idea of combining two aspects emerged, Chess as a pedagogical tool and School Inclusion, with the aim of offering another option in this teaching and learning process. In this direction, the idea is to verify in scientific productions, how chess practices are carried out in/for the teaching of Mathematics, and how they approach, if it occurs, social inclusion in this school context. To this end, scientific productions were collected, which work with the practice of chess with students from Elementary School II, in the Brazilian Digital Library of Theses and Dissertations (BDTD). During the analyses, two of the three selected works developed the practice of chess with signs of school inclusion, providing an exchange between the game, student and teacher, and, of these three, only one demonstrated particular interest in the potential that the game offers for the teaching of Mathematics without promoting an inclusive environment. In the end, we observed among the works analyzed, that the main focus was directed to teaching and learning with the use of chess practices, however, it was possible to demonstrate that the practice of the game offers an inclusive school environment, mainly in the interaction of conversation circles and in interactions between teacher and student.Acesso AbertoXadrez; Ensino da Matemática; Inclusão Escolar.Chess; Teaching Mathematics; School inclusion.Trabalho de Conclusão de Curso