Apprehensions and challenges in inclusive education: discussions based on activities proposed in Analytical Geometry classes

Abstract

This writing aims to analyze the apprehensions of undergraduates in Mathematics when they are challenged to plan activities in the discipline of Analytical Geometry with a view to the specificities of PwD students (blind or deaf) included in regular classrooms. The study is anchored in a theoretical framework about the laws of inclusion, the challenges of teachers with the inclusion of PwD students in regular classrooms and the sensitive look of these teachers with the inclusion process. Data analysis was performed qualitatively, data produced from the presentation of activities proposed by future teachers, in which transcripts of the reports of undergraduates who put themselves in the place of these included students and the groups that proposed these activities were carried out. It was possible to verify, through the feedbacks of future teachers, signs of insecurity and fear due to the lack of preparation during the academic trajectory, that is, the few curricular components aimed at the inclusive area. In addition, it can be seen that they seek empathy by putting themselves in the place of the included students and are willing to face this great challenge that is inclusion in regular education. The undergraduates felt encouraged to develop critical thinking and this made them more integrated with inclusive practices, making our goal go beyond what we wanted.