Inclusive Mathematics Education: contributions and (inter)connections between Paulo Freire and Critical Mathematics Education

The increasing number of Brazilian students with disabilities has led to growing concerns, because of the uncertainties and the need for change that is imposed by this new setting. On the other hand, there has been a rise in the number of researchers who believe it is crucial to rethink paradigms for Inclusive Mathematics Education. Freire's ideas about a Liberating Education are resonating with the educational demands of learners with disabilities and they reflect the necessity of shifting beliefs, which has been widely discussed in Critical Mathematics Education. This theoretical essay is based on the relationship between Freire's thoughts and the issues addressed by Critical Mathematics Education, as set out by Skovsmose. The author, whose aim to reflect on Inclusive Mathematics Education, gives the following examples: the recognition of the individuals' reality, the subjects’ personal development, their dialogical interaction, and inclusion as a way of bringing differences together.