The inclusion of the other: habermasian considerations on curriculum documents and the discourse of teachers who teach Mathematics in a public educational institution

Abstract

We aim here to expose a relationship between the thinking of Mathematics teachers regarding the inclusion in the teaching of Mathematics of a public institution of technical and technological basic education and the Institutional Pedagogical Project. The discussion group was composed of three professors and the meeting took place by videoconference, due to the work in remote format, and was recorded with the permission of the participants. As a motivation for the discussion, a question was launched for the participants; the PPI – Institutional Pedagogical Project served as an inspiration to formulate the question, because in this document we look for traces about inclusion in education. Jurgen Habermas's Theory of Communicative Action and the Theory of Inclusion of the Other were the theoretical framework adopted for the analysis of both the document and the teachers' discourse, as this author encourages dialogue as a resource for solving social problems. in order to provide effective changes in people's social reality.