The purpose of this study was to investigate between the relationship between teacher training and
practice and school inclusion. Aming to understand the formation of Mathematics teachers and their
knowledge and didactic-pedagogical practices in the classroom as a setting for inclusion in the Basic
Education, some mathematics teachers who graduated from the Licentiate Degree in Mathematics at
the Federal University of Tocantins were heard, so that they could present their views on school
inclusion and reports of teaching activities with the teaching of Mathematics for People with
Disabilities. From the analysis of the teachers' statements, trying to understand if the initial and
continuing training courses of Mathematics teachers enable the development of the education
professional to deal with the cognitive and motor specificities of students with disabilities. Thus, this
work has as its main objective: understand which elements (theoretical and methodological) and/or
experiences the teacher uses to ensure the inclusion of students in classes and to what extent the
moments of training (initial and continued) contribute to the acquisition and construction of these
elements. The main theoretical reference is the work of Maria Teresa Égler Mantoan, who defends
school inclusion from a perspective of the Philosophy of Difference. Regarding the methodology, we
sought to analyze the responses of the interviewees, obtained through a semi-structured questionnaire,
guided by a post-structuralist perspective, which considers the subject as a historical and discursive
production (TADEU DA SILVA, 2005; FONSECA, 2020). From this analysis it was perceived that
the teachers consider that the training courses fail to provide the construction of theoretical and
methodological elements that help them in situations of teaching and learning mathematics for the
students with disabilities, thus the didactic-pedagogical strategies to deal with the school inclusion are
produced and applied at the moment when teachers encounter students with disabilities in their
classes.
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