Historical context, legal support and mathematics teaching for people undergoing health treatment

Abstract

This study aims to provide insights about the historical context, legal support and teaching activities wich have been developed for students that are undergoing health treatment. The paper focuses on some challenges and possibilities about teaching mathematics under this circumstances. Data were obtained through literature research, based on a doctoral dissertation. The data discussion is based on studies about educational processes aimed at students that are undergoing health treatment and also on productions about training systems, referenced in both historical and dialectical materialism. Initially, hospital classes and home pedagogical assistance are presented as services guaranteed by brazilian law, based on a historical context of this kind of pedagogical activities through a view about both international and national courses. Then, authous discuss some issues about public policies adopted in Brazil with reference to Regular Education, Special Education and the perspective of inclusive education, which aims to ensure the permanence of students with different specificities in schools through integrated support and follow-up actions. After presenting some aspects related to teacher training for hospital or home school attendance, the study relies on some of both challenges and possibilities for teaching mathematics in such environments. By way of final considerations, initiatives linked to academic research projects are pointed out, highlightining its impact on the performance of undergraduates and graduates educators under this circustamces. On the othen hand, authors emphasize, this initiatives, altough their relevance to the empirical framework, must be integrated to public policies, in the way to garante both mathematics and general education, through inclusive approach, for students that are udergoing health treatment.