Universal Design for Learning in the practice of Mathematics teachers in Paraná

Detalhes bibliográficos
Autor(a) principal: Muzzio, Andrea Lannes
Data de Publicação: 2022
Outros Autores: Cassano, Adriana Rinaldi, Góes, Anderson Roges Teixeira
Tipo de documento: Artigo
Idioma: por
Título da fonte: Linhas Críticas (Online)
Texto Completo: https://periodicos.unb.br/index.php/linhascriticas/article/view/45296
Resumo: 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.
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spelling Universal Design for Learning in the practice of Mathematics teachers in ParanáDiseño Universal para Aprendizaje en la práctica de profesores de Matemática en ParanáDesenho Universal para Aprendizagem na práxis de professores de Matemática no ParanáEducação inclusivaEducação básicaMatemáticaPrática docenteEducación inclusivaEducación básicaMatemáticasPráctica docenteInclusive educationBasic educationMathematicsTeaching practiceThe 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.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.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.Faculdade de Educação - Universidade de Brasília2022-12-13info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttps://periodicos.unb.br/index.php/linhascriticas/article/view/4529610.26512/lc28202245296Linhas Críticas; Vol. 28 (2022): Linhas Críticas, volume 28, year 2022 (jan-dec)Linhas Críticas; Vol. 28 (2022): Linhas Críticas, volumen 28, año 2022 (jan-dic)Linhas Crí­ticas; v. 28 (2022): Linhas Críticas, volume 28, ano 2022 (jan-dez)1981-04311516-489610.26512/lc.v28ireponame:Linhas Críticas (Online)instname:Universidade de Brasília (UnB)instacron:UnBporhttps://periodicos.unb.br/index.php/linhascriticas/article/view/45296/35244https://periodicos.unb.br/index.php/linhascriticas/article/view/45296/35245Copyright (c) 2022 Andrea Lannes Muzzio, Adriana Rinaldi Cassano, Anderson Roges Teixeira Góeshttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessMuzzio, Andrea LannesCassano, Adriana RinaldiGóes, Anderson Roges Teixeira2022-12-13T13:42:54Zoai:ojs.pkp.sfu.ca:article/45296Revistahttps://periodicos.unb.br/index.php/linhascriticas/PUBhttps://periodicos.unb.br/index.php/linhascriticas/oairvlinhas@unb.br||1981-04311516-4896opendoar:2022-12-13T13:42:54Linhas Críticas (Online) - Universidade de Brasília (UnB)false
dc.title.none.fl_str_mv Universal Design for Learning in the practice of Mathematics teachers in Paraná
Diseño Universal para Aprendizaje en la práctica de profesores de Matemática en Paraná
Desenho Universal para Aprendizagem na práxis de professores de Matemática no Paraná
title Universal Design for Learning in the practice of Mathematics teachers in Paraná
spellingShingle Universal Design for Learning in the practice of Mathematics teachers in Paraná
Muzzio, Andrea Lannes
Educação inclusiva
Educação básica
Matemática
Prática docente
Educación inclusiva
Educación básica
Matemáticas
Práctica docente
Inclusive education
Basic education
Mathematics
Teaching practice
title_short Universal Design for Learning in the practice of Mathematics teachers in Paraná
title_full Universal Design for Learning in the practice of Mathematics teachers in Paraná
title_fullStr Universal Design for Learning in the practice of Mathematics teachers in Paraná
title_full_unstemmed Universal Design for Learning in the practice of Mathematics teachers in Paraná
title_sort Universal Design for Learning in the practice of Mathematics teachers in Paraná
author Muzzio, Andrea Lannes
author_facet Muzzio, Andrea Lannes
Cassano, Adriana Rinaldi
Góes, Anderson Roges Teixeira
author_role author
author2 Cassano, Adriana Rinaldi
Góes, Anderson Roges Teixeira
author2_role author
author
dc.contributor.author.fl_str_mv Muzzio, Andrea Lannes
Cassano, Adriana Rinaldi
Góes, Anderson Roges Teixeira
dc.subject.por.fl_str_mv Educação inclusiva
Educação básica
Matemática
Prática docente
Educación inclusiva
Educación básica
Matemáticas
Práctica docente
Inclusive education
Basic education
Mathematics
Teaching practice
topic Educação inclusiva
Educação básica
Matemática
Prática docente
Educación inclusiva
Educación básica
Matemáticas
Práctica docente
Inclusive education
Basic education
Mathematics
Teaching practice
description 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.
publishDate 2022
dc.date.none.fl_str_mv 2022-12-13
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.unb.br/index.php/linhascriticas/article/view/45296
10.26512/lc28202245296
url https://periodicos.unb.br/index.php/linhascriticas/article/view/45296
identifier_str_mv 10.26512/lc28202245296
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.unb.br/index.php/linhascriticas/article/view/45296/35244
https://periodicos.unb.br/index.php/linhascriticas/article/view/45296/35245
dc.rights.driver.fl_str_mv Copyright (c) 2022 Andrea Lannes Muzzio, Adriana Rinaldi Cassano, Anderson Roges Teixeira Góes
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Andrea Lannes Muzzio, Adriana Rinaldi Cassano, Anderson Roges Teixeira Góes
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/html
dc.publisher.none.fl_str_mv Faculdade de Educação - Universidade de Brasília
publisher.none.fl_str_mv Faculdade de Educação - Universidade de Brasília
dc.source.none.fl_str_mv Linhas Críticas; Vol. 28 (2022): Linhas Críticas, volume 28, year 2022 (jan-dec)
Linhas Críticas; Vol. 28 (2022): Linhas Críticas, volumen 28, año 2022 (jan-dic)
Linhas Crí­ticas; v. 28 (2022): Linhas Críticas, volume 28, ano 2022 (jan-dez)
1981-0431
1516-4896
10.26512/lc.v28i
reponame:Linhas Críticas (Online)
instname:Universidade de Brasília (UnB)
instacron:UnB
instname_str Universidade de Brasília (UnB)
instacron_str UnB
institution UnB
reponame_str Linhas Críticas (Online)
collection Linhas Críticas (Online)
repository.name.fl_str_mv Linhas Críticas (Online) - Universidade de Brasília (UnB)
repository.mail.fl_str_mv rvlinhas@unb.br||
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