Desenho universal para aprendizagem: formação continuada de professores do atendimento educacional especializado no ensino fundamental II

Abstract

This research was carried out within the scope of the Graduation Program in Inclusive Education (PROFEI in its Portuguese acronym) of State University of Ponta Grossa (UEPG – Portuguese acronym). It is within the research line number 3, Training Practices and Processes for Educators in Inclusive Education, and focuses on training teachers for Specialized Educational Services (AEE - Portuguese acronym) and Universal Design for Learning (DUA - Portuguese acronym). The main objective of this research focuses on understanding the level of knowledge of AEE teachers about DUA and analyzing how continuing education in this approach can contribute to promoting inclusion in Elementary School II. Based on this purpose, the following guiding question was formulated: what is the level of knowledge of AEE about DUA and how does continuing education in this approach contribute to promoting inclusion in Elementary School II? This research is based on the premise that inclusive education requires not only effective public policies, but also the training of teachers to meet the demands of schools that cater to diversity. The methodology adopted had a qualitative approach, with the application of a questionnaire to twenty-nine special education teachers working in the Multifunctional Resource Room (SRM – Portuguese acronym) of the state education network in a municipality in Paraná. Data analysis was performed using Content Analysis technique by Bardin (2011). Theoretical framework encompasses the historical and legal milestones of special education in Brazil, the models of Special Education Services, the role of the Special Education Services teacher, and the principles of DUA as strategies for pedagogical differentiation, based on authors such as Sebastián-Heredero (2020), Zerbato (2018), Prais (2020), Pletsch (2009; 2014), Zerbato and Mendes (2021), Kassar (2011), Mazzotta (2005), Mantoan (2002), among others. Findings reveal a significant lack of knowledge about DUA, as well as weaknesses in training processes, which hinder the practical application of the approach, generating insecurity among teachers. However, participants recognize continuing education in DUA as having the potential for professional development, innovation, and pedagogical intentionality, as well as being essential for recognizing equity and valuing educational diversity. It is concluded that continuing education anchored in DUA promotes accessible planning and flexible assessment in middle school, as evidenced by teacher reports. The proposed educational product (e-book) puts these principles into practice in Special Education Services.