A formação do professor de matemática para a escola inclusiva: os projetos político curriculares das IES públicas do município de Belém-PA em análise

The study deals with the initial training of mathematics teachers in the public higher education institutions in Belem-PA, establishing aims to identify the characteristics of inclusive education and school; and describe, from the enactment of the Law 9.394/96 (LDBEN), that official prescriptions were set on these proposals to become the licensee in mathematics suitable for working in inclusive schools; identify the curriculum proposals that the public higher education institutions of Belem prepared for their undergraduate degrees in mathematics, concerning the current legislation, in order to attend the legal requirements for this professional role in inclusive schools; and identify the concepts of competences and abilities that have been adopted in the PPC of degree courses in mathematics of the following public higher education institutions UFPA, UEPA IFPA, in Belem-PA, because of the need to train teachers math inclusive. The study showed the need for inclusive education to be considered as a flexible social construct and not a limited one to the treatment of the disabled person, which focuses on the need for training that seeks to foster the future teachers a performance that has diversity as a principle of professional performance. The study also shows that the competences as a structural basis of this teachers‘ training, also available on the official requirements for education, brings an array of functional competence, based on behavioral and cognitive psychology, this array had a significant influence on one of the proposed teachers‘ training surveyed (UFPA), whereas the proposed teachers‘ training of UEPA did not achieve the official requirements in order to adopt the skills as a teachers‘ training nuclear basis, as well as training teachers in the perspective of Inclusive Education. The third proposal (IFPA), attended the current official requirements as far as the adoption of teachers‘ training skills as a nuclear basis, and concerning the training of mathematics teachers in the perspective of ...