Banca de QUALIFICAÇÃO: MARIANNI CHAGAS LIMA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : MARIANNI CHAGAS LIMA
DATE: 25/11/2025
TIME: 19:00
LOCAL: GOOGLE MEET
TITLE:

Between Challenges and Inclusive Practices in Initial Mathematics Teacher Education: Contributions from Experiences Compiled in an E-Book for Beginning Teachers

KEY WORDS:

Initial teacher education; Inclusive Mathematics Education; Beginning teachers; Teacher knowledge; Formative e-book

PAGES: 61
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SUMMARY:

Initial teacher education in Mathematics faces significant challenges in responding to contemporary demands for inclusive education. This dissertation, organized in a multipaper format, seeks to understand and systematize the contributions emerging from the experiences and perceptions of beginning Mathematics teachers regarding inclusion and the challenges of their professional practice. The Extended Introduction presents a theoretical overview of teacher knowledge (Tardif; Shulman; Ball), initial teacher education, and inclusive Mathematics teaching, articulating these discussions with the author’s own formative trajectory. Article 1 offers a systematic literature review based on searches in the BDTD and CAPES databases, identifying dissertations that address initial Mathematics teacher education with a focus on inclusion. The results reveal a scarcity of studies that consistently articulate initial teacher education, inclusive education, and Mathematics teaching practice, as well as a predominance of investigations centered on specific types of disabilities. Article 2 analyzes the experiences and perceptions of novice teachers, highlighting feelings of unpreparedness, the search for “recipes” for inclusion, the importance of early teaching experiences, and the need for institutional support at the beginning of their careers. The educational product, a formative e-book, systematizes guidelines, reflections, and contributions derived from the research, offering support to beginning teachers in building inclusive Mathematics teaching practices. This dissertation reinforces the need to strengthen the connection between theory and practice in initial teacher education, promote meaningful formative experiences, and expand spaces for discussion on inclusion in Mathematics Education.

COMMITTEE MEMBERS:
Presidente - 1604226 - GISELA MARIA DA FONSECA PINTO
Externa ao Programa - 1525193 - LEILIANE COUTINHO DA SILVA RAMOS - UFRRJExterno à Instituição - RODRIGO CARDOSO DOS SANTOS - UFRJ