摘要：In the face of the
lack of research that investigates the relations between Mathematics teachers
and students with special educational needs, an investigation was launched with
the aim of identifying the social representations that these professionals have
regarding disability, in addition to learning about their knowledge, opinions
and doubts on this theme. The research was carried out with the participation
of 65 mathematics teachers and data collection resulted from replies given to
three proposed situations in an interview. Collective subject discourse
methodology was used, with social representation Theory employed as a
theoretical-methodological reference. The results showed the presence of
distinct representations concerning the theme, with attitudes that range from
support and incentive for the inclusion of students with disabilities, with
evidence of knowledge of the theme, to representations that revealed the
manifestation of doubts, opinions and attitudes, with positions contrary to the
philosophy of inclusion.
关键词：Inclusive Mathematics Education; Special Educational Needs; Social Representations; Mathematics Teachers
