The teaching of mathematics in specialized educational service in the brazilian context

This article discusses teaching and learning in Mathematics in the Specialized Education Service environment based on investigations - focused on the Brazilian context. In order to produce bibliographic data, we considered online Brazilian scientific journals focused on Mathematics Education published on the website of the Brazilian Society of Mathematics Education, and journals of Special Education qualified in Qualis Capes (2013-2016) as A1, A2 and B1 in the area of Teaching, which resulted in a total of 47 journals. From this, the selection of articles met the following criteria: a) refer to Brazilian research; b) contain in the abstract one of the following expressions: "Specialized Educational Service" (for Mathematics Education journals); and "Specialized Educational Service" and "Mathematics" (for Special Education journals). As a result, 13 texts were selected, which analysis was guided by the Discursive Textual Analysis, with the definition of the following units of analysis: a) professional and academic knowledge of the SES teacher; b) the role of pedagogical resources in teaching Mathematics; c) the reflections of the collaboration between teachers of the regular classroom and SES. The results point out that discussions concerning Special Education in an inclusive perspective need to be part of initial and continuing education courses. In addition, students supported by Special Education have better opportunities to learn when their differences are legitimated, which is particularly expressed through the diversification of teaching resources, planning aimed at the potential of these students and collaboration between the teachers of the SES and the regular classroom.