Formação de Professores dos Anos Iniciais do Ensino Fundamental: compreensões sobre Matemática e práticas inclusivas

This article aims to discuss the understandings that teachers who teach Mathematics have regarding Inclusive Education and inclusive practices in Mathematics classes. Thus, it is an excerpt from a qualitative master's research. As a methodology, we formed a collaborative working group and invited teachers who signed up through a form. Each meeting held in the group produced a narrative, and here we bring excerpts for discussion. From the participants' statements, it is clear that the understanding regarding Inclusive Education, especially what it is, broadens and goes beyond the audience served by Special Education. The collaborators further expanded this perspective, recognizing the need for inclusion while seeking inclusive practices that overcome various student difficulties, aiming not to produce exclusion through Mathematics. In this sense, the importance of focusing on the singularities and potentialities of the students is understood.