Hacia un espacio de diálogo en el reconocimiento de la diversidad y los procesos de inclusión en el montaje de un escenario educativo de aprendizaje, para una clase de matemáticas

Abstract

By declaring my interest in the processes of inclusion in the mathematics class, I assume a commitment to make visible those who remain in the gloom of the disciplinary languages. In keeping with that purpose, I present this final report of the research exercise in a narrative way. The story is being told from my voice, from my feeling, and I intend to identify situations of exclusion that arise in the classroom by transforming the traditional classroom format into a learning landscape where the dialogue plays an important role by being the tool that allows, at least theoretically, to think about the possibility of generating inclusive processes and recognition of diversity in a mathematics class.