APROXIMAÇÕES ENTRE O DESENHO UNIVERSAL PARA APRENDIZAGEM E O PENSAMENTO COMPLEXO EM PRÁTICA DE EDUCAÇÃO MATEMÁTICA INCLUSIVA

Abstract

For inclusive education, especially in mathematics, it is necessary to be open to new paradigms that promote the elimination/reduction of barriers, providing collaborative didactic processes that guarantee and support a quality education and equal learning opportunities throughout life. In this perspective, the objective of this study is to establish relationships that approach the Universal Design for Learning (UDL) to complex thinking by describing practices developed in the project called Inclusive Mathematics in Practice. The methodology is qualitative, with the research participants being the researching teacher and 25 first-grade elementary school students, including a child with severe speech apraxia and autism spectrum disorder. The results demonstrate a relationship between the principles of UDL and five of Edgar Morin's seven necessary knowledges for future education. Thus, for a reform of thinking in favor of inclusive education, it is necessary to fully understand these relationships, seeking understanding and teaching/learning strategies that serve all students.

Keywords: Didactic practice; Inclusion; Math.