Mapping of academic productions involving the concept of Teaching Guiding Activity in an inclusive context

Abstract

The present study aims to investigate throughout the academic literature (2010-2020) the concept of Teaching Guiding Activity (AOE) on Mathematics classes regarding Inclusive Education. For such, à mapping of the educacional academic papers have been conducted as methodological procedure. The research was carried out on the CAPES Thesis and Dissertations Catalog, the CAPES/MEC Journals Web Portal, and the search engines Scielo and Google Scholar. The keywords used were “Atividade Orientadora de Ensino” e “Educação Inclusiva” (Teaching Guidance Activity and Inclusive Education, respectively). After filtering the results, four studies were found and, therefore, select to be part of the analysis corpus. Those findings revealed that the implementation of Mathematics classes based on aforementioned the concept can provide for the teacher: a need (to insure accessibility to knowledge), a real reason (knowledge appropriation by the student), objectives (teaching and learning in an inclusive context), and propositions (actions that consider the specific conditions of each student). Conclusive, the small number of researches on AOE in the inclusive context and the possibility of expand the investigation of the concept of AOE as a theoretical and methodological basis in regular classrooms.