Copyright
Íria Bonfim Gaviolli and Miriam Godoy PenteadoPublished On
2022-12-09Page Range
pp. 211–222Language
- English
13. Inclusion and Landscapes of Investigation
A Case of Elementary Education
This chapter presents aspects related to inclusion, landscapes of investigation and the perspective of deficiencialism. These ideas are based on a Master’s study of data produced in an elementary school classroom in the city of Rio Claro, in the state of São Paulo (Brazil). In this classroom, mathematical tasks from the perspective of a landscape of investigation were developed. We present a brief contextualisation of the research, methodological aspects and theoretical assumptions on inclusive education, as well as some of the children’s dialogues during the development of the tasks. As a conclusion, we present considerations on the relevance of the landscapes of investigation approach when considering inclusion from the perspective of deficiencialism.
Contributors
Íria Bonfim Gaviolli
(author)Íria Bonfim Gaviolli graduated in mathematics from the Universidade Estadual do Paraná (Unespar) in 2016. From 2012 to 2016, she worked as an elementary school teacher. In 2018, she obtained a Master's degree in mathematics education from the Universidade Estadual Paulista (Unesp), Campus Rio Claro, São Paulo. Her thesis is entitled "Landscapes of Investigation and Mathematics Education from a Perspective of Deficiencialism". Currently, she is a PhD student in mathematics education at the same university. Her research interests are inclusion in mathematics education and philosophy of mathematics education, focussing on deficiencialism (the invention of disability by normality), inclusion as an imperative, inclusion/exclusion and neoliberalism, production of subjectivities, and childhood and autism.
Miriam Godoy Penteado
(author)Miriam Godoy Penteado's research interests are teacher education and collaboration between universities and schools with a focus on inclusive mathematics education. Together with Ole Skovsmose, she coordinates the Épura research group—including researchers, doctoral students, Master's students, and teachers—addressing a range of issues related to social inclusion-exclusion, considering the perspective of critical mathematics education. She has a degree in mathematics, a Master's degree in mathematics education, and a PhD in education at Universidade de Campinas (Unicamp). She completed her post-doc at the University of Bristol, and has been Associate Professor at Universidade Estadual Paulista (Unesp), Campus Rio Claro, São Paulo, Brazil, since 1989. Currently her main activity is associated with the Graduate Program in Mathematics Education at Unesp, as volunteer researcher.