As contribuições do Desenho Universal para Aprendizagem (DUA) para ressignificar a concepção de inclusão na atuação docente

Abstract

This research was developed to obtain a master's degree in the Professional Network Master's Program in Inclusive Education – PROFEI at the State University of Ponta Grossa (UEPG). An exploratory study with a qualitative approach was conducted, initially focusing on bibliographic and documentary research to gather theoretical studies on the main national and international documents that guided the implementation of Inclusive Education in Brazil, as well as scientific studies on the Universal Design for Learning (UDL) approach and its applicability in teaching practice. The aim of this research was to understand the history of Inclusive Education within Basic Education and its current developments, as well as the contributions of UDL to the (re)signification of the concept of inclusion in teaching practice.The results of this initial phase highlighted that the concept of Inclusive Education gained prominence from the educational transformations that occurred in the 1990s. Key international documents, such as the Salamanca Statement (BRASIL,1994), influenced the formulation of Brazilian educational legislation, where Inclusive Education became almost exclusively associated with the right of students with disabilities to attend regular schools, through the implementation of the National Policy on Special Education from the Perspective of Inclusive Education (BRASIL, 2008b). However, a movement towards a (re)signification of this term has been observed, considering that its conceptual scope has not been fully addressed in the actions implemented, leading to other forms of discrimination and exclusion for both students with and without disabilities, especially those belonging to other minority groups.Scientific evidence was also found to testify to the applicability of UDL in teaching practice, and through planning aligned with UDL principles and guidelines, teachers can (re)signify the concept of inclusive education in their practice. Furthermore, when combined with contextualized training processes, this approach can contribute to achieving the objectives set forth in PNEEPEI/2008, as well as the ideal of “Education for All” proposed in the documents that preceded and supported this policy.Based on these guidelines and scientific findings, it is clear that there is a need to investigate and contextualize teachers' perceptions regarding the concepts of Inclusive Education, UDL, and the use of Digital Information and Communication Technologies (DICTs) in teaching practice. To this end, a questionnaire, previously approved by the Ethics and Research Committee (CEP) of the State University of Ponta Grossa (UEPG), was administered to teachers in the municipal school system of Foz do Iguaçu, Paraná, who work in Early Years Elementary Education. The interpretation of the questionnaire results locally revealed that a significant percentage of teachers associate the term Inclusive Education directly with the schooling of students with disabilities in regular schools, about 95% are unaware of UDL and its principles, and a considerable percentage use and recognize the need to integrate technology into their pedagogical practice. Finally, considering the theoretical findings, which were contextually evidenced through the questionnaire, an app was designed and developed to capture teachers' interest in learning about UDL, its principles, and guidelines through

9 interactive engagement in the form of a game. This offers a different way to initiate a training process and represents a future research project aimed at improving the tool’s functionality and validating its use.