The pedagogical mediator as a key element in the school inclusion process: mapping and analysis of works in the field of mathematics education

Abstract

The aim of this work is to present results  of a systematic literature review on the definition/concept of the pedagogical mediator, in order to  identify his profile, the context in which he operates and the main functions he performs in the education of students of Special Education. The presence of students with disabilities in common regular schools is a reality in all regions of the country and the importance of collective and collaborative work, with the presence of a mediator, is increasingly present, considering that, although there have been advances in the right to school enrollment, many challenges still persist with regard to the permanence and quality of education offered to these students. Thereby, through a free digital tool entitled "Buscador Acadêmico - BUSCAd", created from Microsoft Excel, which tracks the main academic repositories, national and international, articles, theses and dissertations were searched, among those which  focused on the pedagogical mediator in mathematics classes, in the last six years. Once the inclusion/exclusion criteria were defined, six academic works were found that met the aim  of this investigation, they are discussed in the penultimate section of the text. As a result of this study, the need for collaborative, cooperative and training actions is highlighted, involving all school entities, in particular, the mediator, the specialist teacher and the mediated person. In addition, it is considered that the profile of the mediator is still under discussion and in the process of consolidation. The offer of training courses for those involved in Special Education from an inclusive perspective is a fruitful path in defining the profile of this professional.