The Mathematics Textbook as a Mechanism for In/Exclusion of Persons With Disabilities

Abstract

This article is intended for the analysis of illustrations and guidelines present in the mathematics textbook as regards the representation of the person with disabilities. To this end, we take as our contribution the foucaultian theorizations, on the artisanal construction of normality. Through a cartographic practice, we followed the lines of a collection of mathematics textbooks intended for Elementary Education I. The data point to a mode of representation of the person with disabilities that suggest more an adjustment to the norms imposed by the National Program of the Educational Book than a possible search for the inclusion of this population. More than that, we highlight a process of in/exclusion, an exclusive inclusion, whose subtlety cannot hide the stereotype of the person with disabilities as a minor subject, invisible, incapable, far from the normality curve instituted and therefore seen as abnormal.