Inclusion approach in school and considerations for mathematics education

Abstract

This chapter aims to make visible the origins, evolution and change in perspective of inclusive education, from the recognition of the individual, through the introduction of schools, to the creation and implementation of national and international educational policies. These conditions have allowed for the consolidation of more inclusive visions today, fostered by inclusive educational policies framed within the framework of Education for “All,” a guideline that allows for questioning actions in schools, the transformation of teaching practices, and the ethical sense of teachers. These actions require recognition of the diversity present in classrooms and attention to different realities, focusing, through teaching, on improving students’ future living conditions. In this sense, critical questioning about the articulation of inclusive education and mathematics teaching becomes relevant, thus allowing us to consider, from the political, critical and reflective position that underlies Mathematics Education, in(ex)clusive actions given around teaching practice, the impact of policies under the motto “Mathematics for All” and the processes of social injustices revealed from the inaccessibility of mathematical learning for those populations historically marginalized by their social, cultural, political and economic condition. In order to configure more inclusive and fair mathematics teaching classrooms.