<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-0431</journal-id>
<journal-title><![CDATA[Linhas Críticas]]></journal-title>
<abbrev-journal-title><![CDATA[Linhas Críticas]]></abbrev-journal-title>
<issn>1981-0431</issn>
<publisher>
<publisher-name><![CDATA[Universidade de Brasília]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-04312022000100144</article-id>
<article-id pub-id-type="doi">10.26512/lc28202245296</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Desenho Universal para Aprendizagem na práxis de professores de Matemática no Paraná]]></article-title>
<article-title xml:lang="es"><![CDATA[Diseño Universal para Aprendizaje en la práctica de profesores de Matemática en Paraná]]></article-title>
<article-title xml:lang="en"><![CDATA[Universal Design for Learning in the practice of Mathematics teachers in Paraná]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Muzzio]]></surname>
<given-names><![CDATA[Andrea Lannes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cassano]]></surname>
<given-names><![CDATA[Adriana Rinaldi]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Góes]]></surname>
<given-names><![CDATA[Anderson Roges Teixeira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Prefeitura Municipal de Curitiba  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Prefeitura Municipal de Curitiba  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Paraná  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2022</year>
</pub-date>
<volume>28</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-04312022000100144&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-04312022000100144&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-04312022000100144&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O estudo aborda a temática da formação de professores e do Desenho Universal para Aprendizagem (DUA), analisando o conhecimento de professores sobre educação especial, educação inclusiva e DUA, bem como se, nos relatos, há indícios do DUA. A pesquisa é qualitativa e interpretativa, ao analisar questionário sobre as temáticas indicadas. Foram selecionados para o estudo 11 participantes, professores de Matemática, e verificou-se que a maioria desconhece a abordagem do DUA, que, por ser considerada recente, é pouco difundida em formações docentes que tratam da inclusão escolar. Mesmo assim, é possível observar indícios do DUA nos relatos das práticas dos participantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El estudio aborda la formación docente y el Diseño Universal para Aprendizaje (DUA) analizando el conocimiento de los profesores sobre Educación Especial, Educación Inclusiva y DUA, así como si cuentan con evidencias de DUA. La investigación es cualitativa, interpretativa al analizar un cuestionario sobre los temas señalados. Se seleccionaron once participantes, docentes de Matemáticas, y parece que la mayoría de ellos desconocen el enfoque DUA, el cual, por considerarse un enfoque reciente, aún no está muy difundido en la formación docente que aborde la inclusión escolar. Aun así, es posible observar evidencias de la DUA en los informes de prácticas de los participantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The study addresses the topic of teacher training and Universal Design for Learning (UDL) by analyzing teachers' knowledge about Special Education, Inclusive Education and UDL, as well as the reports with evidence of UDL. The investigation is qualitative, interpretative to analyze a questionnaire on the mentioned topics. 11 participants are selected for the study, teachers of Mathematics, and it seems that the majority of them are unaware of the UDL approach, which, because it is considered a recent approach, is not very widespread in teacher training that addresses school inclusion. Also, it is possible to observe evidence of the UDL in the participants' practice reports.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação inclusiva]]></kwd>
<kwd lng="pt"><![CDATA[Educação básica]]></kwd>
<kwd lng="pt"><![CDATA[Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Prática docente]]></kwd>
<kwd lng="es"><![CDATA[Educación inclusiva]]></kwd>
<kwd lng="es"><![CDATA[Educación básica]]></kwd>
<kwd lng="es"><![CDATA[Matemáticas]]></kwd>
<kwd lng="es"><![CDATA[Práctica docente]]></kwd>
<kwd lng="en"><![CDATA[Inclusive education]]></kwd>
<kwd lng="en"><![CDATA[Basic education]]></kwd>
<kwd lng="en"><![CDATA[Mathematics]]></kwd>
<kwd lng="en"><![CDATA[Teaching practice]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
