Possibilidades e desafios docentes no planejamento de atividades de alfabetização orientadas pelo DUA

Abstract

This dissertation focuses on Universal Design for Learning (UDL), an approach that has gained prominence in the educational field due to its potential to address the diversity present in teaching and learning processes. The research is linked to the line “Practices and Formative Processes of Educators for Inclusive Education” of the Professional Master’s in Inclusive Education in a National Network (PROFEI). The study considered that adopting pedagogical practices based on UDL principles can support the literacy process of children, regardless of their limitations, strengths, or difficulties. This dissertation was guided by the following central question: What are the contributions of UDL to teachers’ planning for children in the literacy stage? The general objective of the study was to investigate the contributions of UDL in guiding literacy teaching practices in mainstream classrooms during the early years of Elementary Education. Additionally, the specific objectives were to: identify Brazilian studies that relate UDL to reading and writing acquisition processes, characterize UDL, and develop an Educational Resource with guidelines for literacy teachers’ planning in the early years of Elementary Education based on UDL principles. This is a qualitative study with a translational approach, aiming to integrate theoretical and practical knowledge through literature review and Educational Design. The ADDIE methodology (Analysis, Design, Development, Implementation, Evaluation) was employed for the development of a digital book. The validation instrument for the Educational Resource was a questionnaire with four categories of analysis: structure, aesthetics, and organization; presented content; didactic and methodological proposal; critical perspective and adequacy of written language. The evaluators included eight professionals: Basic Education teachers, master’s graduates, and master’s students in Inclusive Education.The research findings revealed that UDL represents a promising approach for planning inclusive pedagogical practices in the literacy process, as it considers the multiple dimensions involved in learning reading and writing. The analysis of academic production enabled the mapping of the state of the art on this topic in Brazil, highlighting theoretical advances and a lack of research specifically addressing the early years of Elementary Education and literacy. As part of the mandatory requirements of the professional master’s program, an Educational Resource was developed and evaluated in the form of a formative e-book, grounded in UDL principles. The validation of this material by professionals in the field indicated its relevance for the continuing education of literacy teachers, emphasizing its potential to promote more accessible, reflective, and sensitive practices toward students’ singularities.