Resumo

NEVES, Frank Presley de Lima  e  PEIXOTO, Jurema Lindote Botelho. UNIVERSAL DESIGN FOR LEARNING: reflections about the development of mathematics classes. Rev. Exitus [online]. 2020, vol.10, e020009.  Epub 28-Mar-2022. ISSN 2237-9460.  https://doi.org/10.24065/2237-9460.2020v10n0id1153.

The inclusive educational context tenses a prescriptive curriculum in a unique format, since it has not considered differences in students learning. In this sense, it is important to find alternatives for experimenting with proposals that deviate themselves from this conception. This study aimed to analyze the development of mathematics classes in the curricular approach of the Universal Design for Learning (DUA) and its implications for the reflective practice of the teacher. Thus, an action-research was developed in the context of education during the moments of complementary activities. The training focused on the presuppositions of Inclusive Education, the DUA curriculum approach, and the planning and development of mathematics classes. Three teachers who teach mathematics in a public school in southern Bahia, who had students with disabilities in their class, participated in the research. Data were produced in the formative process, based on participant observation, research field records and written reports from teachers. The results suggest that the planning and development of classes, based on DUA, contributed to these professionals to (re)think about their teaching actions in a reflective way and seeking promotion strategies for a teaching of mathematics for all.

Palavras-chave : Universal Design for Learning; Curriculum; Mathematics Teaching.

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