标题：Modos de conceber, possibilidades de significar: trabalhando com geometria no contexto da inclusão escolar (Ways of conceiving, possibilities of signifying: working with geometry in the school inclusion context)
其他标题：Modos de conceber, possibilidades de significar: trabalhando com geometria no contexto da inclusão escolar (Ways of conceiving, possibilities of signifying: working with geometry in the school inclusion context)
摘要：Abstract This study is guided by the theoretical and methodological principles of the cultural-historical perspective, in order to contribute to the analysis of knowledge elaboration means used by students with disabilities. The present text is a fragment of a master’s research, developed within the Observatory of Education Program – OBEDUC (Brazil), which focuses on the practices of mathematical literacy and teacher training. The project team is composed by five teachers from the public-school literacy cycle, four postgraduate students, and four university professors. In bi-weekly meetings the group works to study, to select tasks that will be performed in classrooms, and to share narratives about the work accomplished by the teachers in their respective schools. The text focuses on the movement of meanings during the process of teaching and learning geometric concepts with a third-grade student diagnosed with Autism Spectrum Disorder. The results show that the learning possibilities of all students, with or without disabilities, are intertwined to the conditions offered by the surrounding environment. Therefore, the intersubjective relations that occur during the activities mediated by words and technical-semiotic instruments are emphasized. In this sense, the school has a key role. By teaching, in the context of school inclusion policy, the challenge for teachers is to create the educational conditions for every student in the classroom, while not losing sight of their singularities.
