<?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>2237-9460</journal-id>
<journal-title><![CDATA[Revista Exitus]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Exitus]]></abbrev-journal-title>
<issn>2237-9460</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Oeste do Pará]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2237-94602020000100106</article-id>
<article-id pub-id-type="doi">10.24065/2237-9460.2020v10n0id1153</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[DESENHO UNIVERSAL PARA APRENDIZAGEM: reflexões sobre o desenvolvimento de aulas de Matemática]]></article-title>
<article-title xml:lang="en"><![CDATA[UNIVERSAL DESIGN FOR LEARNING: reflections about the development of mathematics classes]]></article-title>
<article-title xml:lang="es"><![CDATA[DISEÑO UNIVERSAL PARA EL APRENDIZAJE: reflexiones sobre el desarrollo de las clases de matemáticas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Neves]]></surname>
<given-names><![CDATA[Frank Presley de Lima]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Peixoto]]></surname>
<given-names><![CDATA[Jurema Lindote Botelho]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Colégio Estadual Antonio Padilha  ]]></institution>
<addr-line><![CDATA[Petrolina Pernambuco]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Santa Cruz (PPGEM/UESC)  ]]></institution>
<addr-line><![CDATA[Ilhéus Bahia]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>10</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2237-94602020000100106&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2237-94602020000100106&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2237-94602020000100106&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O contexto educacional inclusivo tensiona um currículo prescritivo, de formato único, pois não tem contemplado diferenças na aprendizagem dos estudantes. Nesse sentido, é importante encontrar alternativas para a experimentação de propostas que se distanciem dessa concepção. Esse estudo teve a finalidade de analisar o desenvolvimento de aulas de matemática na abordagem curricular do Desenho Universal para a Aprendizagem (DUA) e suas implicações para a prática reflexiva do professor. Para tanto, foi desenvolvida uma pesquisa-ação no contexto de uma formação continuada, durante os horários de atividades complementares. A formação enfocou a Educação Inclusiva, a abordagem curricular do DUA, o planejamento e desenvolvimento de aulas de Matemática. Participaram da pesquisa três professores que ensinam Matemática em uma escola pública do sul da Bahia, que possuíam estudantes com deficiência em sua turma. Os dados foram produzidos no processo formativo, a partir da observação participante, registros no diário de campo e relatos escritos dos professores. Os resultados sugerem que o planejamento e o desenvolvimento de aulas baseado no DUA contribuíram para que esses profissionais repensassem sua ação docente de maneira reflexiva e buscassem estratégias de promoção para um ensino de Matemática para todos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El contexto educativo inclusivo presenta un currículo prescriptivo en un formato único porque no ha contemplado diferencias en el aprendizaje de los estudiantes. En este sentido, es importante encontrar alternativas para experimentar con propuestas que se desvíen de esta concepción. Este estudio tuvo como objetivo analizar el desarrollo de las clases de matemáticas en el enfoque curricular del Diseño Universal para el Aprendizaje (DUA) y sus implicaciones para la práctica reflexiva del maestro. Con este fin, se desarrolló una investigación de acción en el contexto de la educación continua durante las horas de actividades complementarias. La capacitación se centró en los supuestos de la Educación Inclusiva, el enfoque curricular de DUA, la planificación y el desarrollo de las clases de matemáticas. Tres maestros que enseñan matemáticas en una escuela pública en el sur de Bahía, que tenían estudiantes con discapacidades en su clase, participaron en la investigación. Los datos se produjeron en el proceso formativo, en base a la observación de los participantes, los registros del diario de campo y los informes escritos de los maestros. Los resultados sugieren que la planificación y el desarrollo de las clases, basados en DUA, contribuyeron a que estos profesionales (re) pensaran en su acción docente de forma reflexiva y buscaran estrategias de promoción para enseñar matemáticas para todos.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Desenho Universal para a Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de Matemática]]></kwd>
<kwd lng="en"><![CDATA[Universal Design for Learning]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Mathematics Teaching]]></kwd>
<kwd lng="es"><![CDATA[Diseño Universal para el Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Curriculum]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de las matemáticas]]></kwd>
</kwd-group>
</article-meta>
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