O desenho universal para a aprendizagem como estratégia na construção de práticas pedagógicas inclusivas

Abstract

The recognition that difference is part of the human being's constitution allows us to problematize educational models based on the concept of homogenizing the teaching and learning process, which result in excluding pedagogical practices. From this perspective, in line with the construction of a more equitable and welcoming society, teachers have taken on the challenge of building inclusive pedagogical practices that serve students with or without disabilities. For this purpose, it is understood that the guiding principles of the Universal Design for Learning (UDL) guides the construction of inclusive pedagogical practices, as it diversifies resources, strategies and activities, considering human diversity, in different dimensions: physical, social, intellectual, geographical, sensorial, economic, religious, gender. Thus, the present work aimed to investigate how the UDL has contributed to the construction of inclusive pedagogical practices. In methodological terms, collaborative action research has been chosen. With regard to the theoretical discussion, the authors Silva; Costa; Pimentel; Zerbato; Rose and Meyer; Roldão; Freire; Franco have constituted important references for the discussion of the object of the research presented here. The legal frameworks on inclusion which have been used are based on the World Declaration on Education for All (UNESCO, 1990); Law of Guidelines and Bases of National Education No. 9394/1996 (BRASIL,1996); Salamanca Declaration (BRAZIL, 1997); and the Brazilian Law for the Inclusion of people with Disabilities No. 13,146/2015 (BRASIL, 2015). Taking these aspects into account, the production of data in this research was initially based on the application of a questionnaire and semi-structured interviews for the initial diagnosis of the researched reality. Subsequently, training sessions have been held with the teachers with a view to building knowledge and formulating pedagogical practices based on the guiding principles of the UDL. The locus of the research took place in a municipal school in the city of Feira de Santana, with teachers from the 1st to the 9th grade of Elementary School and EJA as participants. In order to analyze the data collected in the initial diagnosis, content analysis referred to in Bardin has been used, and four categories have been found: (i) aspects considered by teachers in planning the pedagogical practice; (ii) strategies used by teachers to mediate learning; (iii) assessment strategies used by teachers; and (iv) learning from diversity. The final product of the research was continuing education on the DUA, applied with the participants, demonstrating that it favored pertinent reflections on diversity and disability, problematizing the stigmas legitimized by society, and finally, it enabled the development of planning guided by principles of the DUA, standing out as a potentiating element for the construction of inclusive pedagogical practices.