FORMAÇÃO DOCENTE E CONHECIMENTO PARA ENSINAR MATEMÁTICA: UM MAPEAMENTO SOBRE INVESTIGAÇÕES NA PERSPECTIVA DA EDUCAÇÃO INCLUSIVA

This article presents results of a mapping, based on survey carried out in three national journals, which had publications with thematic edition organized by Working Group 13 (GT-13) the Brazilian Society Mathematics Education (SBEM) – Difference, Inclusion and Math Education. The objective was to identify bases knowledge permeate discussions present GT-13/SBEM investigations, contexts teacher education from perspective Inclusive We found twelve, that compose corpus this study, were categorized Knowledge Base Theory (SHULMAN, 1886, 1987) articulated Rodrigues (2008), regard dimensions related professionalization. To discuss data, we used content analysis methodology, proposed Bardin (1977). study provides an overview legal documents guide regulate formation discusses aspects mobilized during practices investigated mapped research. point contributions teach Mathematics, considering inclusive perspective, identified as: pedagogical knowledge, student educational contexts. conclude investigations are promising actions for within professional development teachers who Mathematics.