For a broadening of the understanding of Inclusive Mathematicas Education: genders and sexualities on the agenda

Abstract

The field of Mathematics Education has, in Brazil, an institutional commitment to the demands of Inclusive Education since the creation, by the Brazilian Society of Mathematics Education, of Working Group 13: “Difference, Inclusion and Mathematics Education”, in 2013. In a At first, the research portrayed by productions presented at the main Brazilian Mathematics Education events were mostly about Mathematics Education of people supported by Special Education. In this sense, this article aims to defend a broadening of the understanding of Inclusive Mathematics Education, in particular, considering the social markers of gender and sexuality, and their impacts on the processes of production, teaching and learning of Mathematics. To do this, we use the construction of a state of knowledge based on the Annals of the first three editions of the National Meeting of Inclusive Mathematics Education (ENEMI), in order to verify whether or not there is an understanding, in ENEMI, that gender issues and sexuality would be part of the scope of Inclusive Mathematics Education, and what these research trends would be. The results show that, although in the first two editions of the event the topic was only touched upon, this changed significantly in the third, pointing to the existence of a research agenda in the area.