Landscapes of Investigation and Inclusive Actions

Abstract

Inclusive education has been the focus of our discussions in recent years. We have developed research of this nature in Brazil, with the intention of promoting not only access for our students in schools but also their permanence and success. The study we present proposes possible ways of thinking about an education for all. In this chapter, we present some research from the working group Difference, Inclusion and Mathematics Education, to illustrate actions that we believe can contribute to inclusion. We chose those that involve activities for the teaching of mathematics with Special Education Target Public Students - and that have an investigative nature. When reading these papers, three aspects were highlighted: importance of the invitation, concern for the conditions for the participation of all, and the use of different teaching resources. Such aspects are part of Ole Skovsmose’s theory on landscapes of investigation. We are arguing that the Skovsmose proposal is one of the possible ways to promote the inclusion of Special Education Target Public Students in math classes. We believe that landscapes of investigation can lead to new teaching perspectives, and we understand this as a possibility to promote inclusive education. We also emphasize that inclusive practices require respect for opinions, participatory spaces and the use of teaching resources for the organization of tasks.