Jogos digitais como ferramenta de aprendizagem de Matemática e inclusão no atendimento educacional especializado

Abstract

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.