Etnomatemática Direcionada ao Ensino de Estudantes com Paralisia Cerebral

Abstract

This article addresses the issue of Cerebral Palsy and the different ways of mathematizing. The
objective is to reflect and discuss, from an Ethnomathematic approach, the ways of mathematizing,
the different strategies used by students with Cerebral Palsy and the recognition of these ways by the
teacher. This is a theoretical essay that discusses and articulates the different perspectives of authors
considered pillars in some of the themes: inclusion; Cerebral Palsy; diversity; equity; alterity;
Ethnomathematics. The confluences show that there are different forms of communication in
Mathematics and that some of them should be used more by students with Cerebral Palsy, since
mathematical writing is not accessible to everyone. In this sense, an Ethnomathematics approach is
suitable for bringing to light and valuing the different strategies created by students who have motor
limitations, favoring Humanistic Mathematics. Ethnomathematics, through the counter-conduct
movement, challenges some of the structural bases of the academic field of Mathematics, and inspires
the need to rethink the ways of teaching and learning, resizing the established educational perspective
and associating itself with the emergence of more inclusive schools. It is articulated throughout the
text, including the differences between integration and inclusion, pointing out that it is not enough to
just integrate the student into the school institution, for inclusion to effectively occur, the school needs
to adapt to receive the student, proposing actions aimed at improvements of accessibility, breaking
ableist paradigms, achieving equal opportunities for all, respecting the equity process, consequently
promoting cultural and social otherness.