The present work intends to contribute to encourage the reflections and discussions about the performance of Mathematics' teachers and their practices in the classroom applied to students with disabilities and carriers of global developmental disorders, of multiple and varied degrees of manifestation - that, for purposes of this exposition, will be denominated simply as inclusion students - in particular with the content of Flat Geometry in the 8th year of elementary school. It is based on the role of the teacher in the discovery of paths that allow, in a significant way, the learning of Mathematics for these students. To do so, we analyze the efficiency of the work carried out by the teachers of this educational stage, from Antônio Vieira School, in Salvador-Bahia, a group of which I am a member. In addition, it is intended to
demonstrate that the activities developed and described here are aimed at enhancing students' curiosity of inclusion, enabling them a favorable environment for meaningful learning, using their own symbology, in which the visual stimulus, the portfolios, and the use of games and technology contribute to the understanding of geometric concepts.
