The main objective of this research is to analyze how a continuous formation proposal, with a collaborative organization format, with a group of pedagogical coordinators and teachers from the initial years of elementary school can contribute to the development and implementation of mathematical teaching strategies from the perspective of inclusion in public schools. As a guiding theoretical axis, a reference will be used that contemplates central themes of the discussion: Mathematics Education, School Inclusion, Collaborative Practices and Continuing Education. The study is part of the qualitative research field and will have as a universe a formative experience with teachers who work in the initial years of Elementary School (1st to 5th year) of the municipal teaching network of a city located in the interior of western São Paulo. To do so, the data collection will be based on the filming of the participants' classes, dialogues with them based on collective meetings in the school and the researcher's logbook where the motto for the discussions will be on the theme of the practice in the sense of expanding the strategies developed and developed by the group. The data will be analyzed from narratives constructed from the triangulation of the data obtained, in which the objectives of the research will be sought. The results are expected to reveal characteristics of continuing education that favor the construction of collaborative practices for a mathematics education based on the assumptions in inclusive education.
News published in Agência FAPESP Newsletter about the scholarship: