Discussão sobre discalculia na formação de pedagogos na Universidade Federal da Paraíba

Abstract

This study aims to analyze how the topic of Dyscalculia is addressed by professors of the courses Educational Psychology I, Educational Psychology II, Special Education, and Mathematics Teaching in the Pedagogy program at the Federal University of Paraíba, Campus I. The research is exploratory in nature, with a qualitative approach, and used an online questionnaire (Google Forms) with open- and closed-ended questions as data collection instruments, seeking to understand how the theme of dyscalculia is discussed within the academic context of the institution. Of the nine professors invited, four responded to the questionnaire, as well as twenty-four students who had already completed the aforementioned courses. For the theoretical framework, this study is based on the conception of dyscalculia as a specific learning disorder, drawing on the contributions of Bernardi (2024), Campos (2022), Matos et al. (2024), Nascimento (2024), Oliveira and Sousa (2022), Passos and Menduni-Bortoloti (2024), and Sipriano and Madeira (2024). The results indicate challenges in effectively implementing discussions about dyscalculia in the classroom, as well as the content overload faced by professors. On the other hand, the study revealed that some students are concerned about how the lack of such discussions may impact their training as future educators.