<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1413-6538</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Especial]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Educ. Espec.]]></abbrev-journal-title>
<issn>1413-6538</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Pesquisadores em Educação Especial - ABPEE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-65382014000400525</article-id>
<article-id pub-id-type="doi">/10.1590/S1413-65382014000400005</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Ensino da matemática a alunos com deficiência intelectual na educação de jovens e adultos]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching mathmatics to students with intellectual disability in youth and adult education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Brito]]></surname>
<given-names><![CDATA[Jessica de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Campos]]></surname>
<given-names><![CDATA[Juliane Aparecida de Paula Perez]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Romanatto]]></surname>
<given-names><![CDATA[Mauro Carlos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de São Carlos Departamento de Psicologia ]]></institution>
<addr-line><![CDATA[São Carlos SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2014</year>
</pub-date>
<volume>20</volume>
<numero>4</numero>
<fpage>525</fpage>
<lpage>540</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382014000400525&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382014000400525&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382014000400525&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[A inclus&#227;o de jovens e adultos com defici&#234;ncia intelectual na EJA representa tanto um avan&#231;o quanto um desafio frente ao processo ensino-aprendizagem; e, quando tratamos da adapta&#231;&#227;o curricular para o ensino de Matem&#225;tica a este alunado, estamos diante da constru&#231;&#227;o de novas possibilidades educacionais. Este estudo teve como objetivo conhecer as pr&#225;ticas do professor da EJA para o ensino de saberes matem&#225;ticos ao aluno jovem e adulto com defici&#234;ncia intelectual, e intervir junto ao docente sobre poss&#237;veis estrat&#233;gias que seriam ent&#227;o adotadas. Para isso, utilizou-se como refer&#234;ncia metodol&#243;gica a abordagem qualitativa com foco na pesquisa-interven&#231;&#227;o. O estudo foi realizado em uma sala da EJA, na qual participaram uma professora e cinco estudantes, dois destes com defici&#234;ncia intelectual. Foram realizadas observa&#231;&#245;es em sala e interven&#231;&#245;es mediante aplica&#231;&#227;o de atividades diferenciadas com foco no ensino desses saberes. Por interm&#233;dio dessa pesquisa, verificou-se que estrat&#233;gias tais como jogos podem efetivamente auxiliar na aquisi&#231;&#227;o de conceitos matem&#225;ticos. Assim, espera-se que este estudo desperte reflex&#245;es entre os pesquisadores dos campos da Educa&#231;&#227;o Matem&#225;tica e da Educa&#231;&#227;o Especial e destaque, desse modo, a necessidade de trabalhos diferenciados e colaborativos com o ensino de saberes matem&#225;ticos para esse alunado em espec&#237;fico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The inclusion of young people and adults with intellectual disabilities in Youth and Adult Education (EJA) represents both a breakthrough and a challenge in the teaching- learning process. When addressing curriculum adaptation for teaching mathematics to this age group, the construction of new educational possibilities are underway. This study aimed to understand the practices of EJA teachers for teaching mathematics to young people and adult students with intellectual disabilities, in order to intervene with teachers by suggesting possible strategies that could be adopted. A qualitative approach with a focus on intervention research was used. The study was conducted in an EJA classroom, and the participants were a teacher and five students, two of whom presented intellectual disabilities. Observations in the classroom were carried out and interventions consisted of applying differentiated activities that focused on teaching this knowledge. The study showed that strategies such as games can effectively assist in the acquisition of mathematical concepts. Thus, we hope that this study will instigate researchers in the fields of Mathematics Education and Special Education Spotlight to reflect on the need for differentiated and collaborative work in teaching mathematical content to such a student group.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Deficiência Intelectual]]></kwd>
<kwd lng="pt"><![CDATA[Educação de Jovens e Adultos]]></kwd>
<kwd lng="pt"><![CDATA[Educação Matemática]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[Intellectual Disability]]></kwd>
<kwd lng="en"><![CDATA[Youth and Adult Education]]></kwd>
<kwd lng="en"><![CDATA[Mathematics Education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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