Educação inclusiva no contexto das licenciaturas em matemática da UTFPR

Abstract

The research aimed to analyze how the issue of inclusion indicated in the national curriculum guidelines for teacher education (Resolution No. 02/2015) has been incorporated into the pedagogical projects of the degree courses in Mathematics at UTFPR. The increasing enrolment of students with special educational needs in regular schools demands that teachers who are being prepared for basic education know how to teach these students as well as students without special educational needs. This is a documentary study that takes as reference the Brazilian legislation regarding the teaching of students with special needs and the training of the professionals who are in charge of this task. The documentary study included research on the curricular matrices of the Mathematics Degree courses present in the different UTFPR campuses in search of subjects and curricular contents that provide these resources and on other possible activities that help future education professionals in obtaining and appropriation of this knowledge. Were used subjects that somehow deal with Inclusive Education, its workload, menu, objectives and bibliographical references. In order to complement the other possible activities that help in training, a survey was carried out by means of a questionnaire sent to the coordinators of the courses, out of a total of four, two of which answered the questionnaire involving aspects of action such as extension projects, mandatory internships and events within the campuses, in the context of the academic Weeks of the Bachelor’s Degrees in Mathematics. The analysis of the research data was configured in three categories: general aspects of inclusive education; specific aspects of inclusive education in the context of teaching mathematics; complementary aspects, beyond the curricular matrix of the courses.