Jogos digitais como ferramenta de aprendizagem de Matemática e inclusão no atendimento educacional especializado
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2025-05-19
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This dissertation explores the use of digital games in teaching Mathematics to students with
Special Educational Needs (SEN), focusing on inclusive practices and teacher training. The
main objective is to investigate the contributions of digital games as didactic and pedagogical
tools in the teaching and learning processes of Mathematics for students in the final years of
elementary school who receive Specialized Educational Assistance (SEA), as well as to
understand teachers’ perceptions regarding their training for this context. The research is
composed of two articles. The first presents a mapping of scientific studies published in the
Annals of the National Meeting of Mathematics Education (ENEM) from 2007 to 2022, aiming
to identify the state of knowledge on the use of digital games in Mathematics education for
students with SEA. The analysis reveals a significant lack of studies on the topic, with only
three specific works found in the period analyzed. Despite this limitation, the studies indicate
that digital games have the potential to increase student motivation, develop social and
emotional skills, and foster collaborative learning environments. However, challenges such as
insufficient teacher training and inadequate technological infrastructure in schools are
identified as major barriers to effective implementation. The second article examines
elementary school teachers’ perceptions of their initial and continuing education for using
digital technologies in teaching Mathematics to students with SEN. The research, which follows
a qualitative and phenomenological approach, conducted semi-structured interviews with five
teachers from a public school in northern Minas Gerais. The results show that initial teacher
training is perceived as insufficient, and continuing education, although available, does not
effectively meet the demands of inclusive teaching practices. Nevertheless, the teachers show
initiative in seeking alternative forms of training through free courses, digital platforms, and
peer collaboration. They recognize digital games as accessible, playful, and effective
pedagogical tools that support multisensory learning, student engagement, and the development
of socio-emotional skills. The dissertation concludes that, when used with pedagogical
intentionality, digital games are powerful instruments for building inclusive and equitable
Mathematics teaching practices. However, their effective use depends on public policies that
ensure quality teacher education and access to adequate technological resources. Both articles
converge in showing that the planned use of digital games can positively transform the school
environment, contributing to an inclusive, democratic, and diversity-sensitive education.
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Educação matemática, Jogos digitais, Educação inclusiva, Formação docente