The present work refers to a bibliographical research involving nine dissertations and nine
theses, and aims to analyze according to them, "How does the Literature in Inclusive
Mathematics Education addresses the Teaching of Mathematics in an Inclusive Context"? The
beginning of the research took place through the searches on the Capes website, with the choice
of keywords as "Inclusive Mathematics Education", in this way the 18 surveys to be analyzed
that refer to inclusive education were found, it was noticed in the research conducted that there
is a shortage of work that addresses inclusive education; the word inclusion encompasses the
whole, in this segment we find that the subject is being neglected, in this sense, it is necessary
to create inclusive policies and actions, thinking in this way, the theoretical reference of the
research was based on public policies and legal aspects to have an inclusive education. In the
course of the work it is proffered to use the term "inclusion process", because as seen in the
legal documents, it is alleged that the inclusion is in the development phase. At the time of the
analysis it was verified that most of the studies the authors sought results of proposed activities,
specifically applied to target public students of special education, but even before the initiation
of the research was anticipated this, since it is understood that the special education is a branch
of inclusion, so our purpose is to understand how the authors work the teaching of mathematics
in an inclusive process within a regular class. The result of the research shows that the teaching
of mathematics in the inclusive perspective is carried out through pedagogical activity mediated
by mathematical instruments. Finally, it is observed that the pantheon in the texts is a very rich
source of knowledge and a significant part that was exposed in this work. It is hoped that this
work will be useful for understanding the perspective of inclusion and an understanding of their
identity.
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