Desenho Universal para Aprendizagem (DUA) na perspectiva da inclusão escolar: experiência de formação docente

Abstract

The aim of this research is to analyze a proposal for teacher training on Universal Design for Learning (UDL), developed with Early Childhood Education and Elementary School teachers and has the following problems: Do primary school teachers know about the contributions of Universal Design for Learning (UDL) to the inclusion process? How do they evaluate a continuing education experience on this subject? This study is based on the work “Defectology” by Vygotsky (2019, 2021) and its commentators: Barroco (2007); Prestes and Tunes (2017); Dainez and Freitas (2018); Stetsenko and Selau (2018). Authors who deal with the concepts of Special Education, Inclusion and Inclusive Education were also used: Mazzotta (2011); Rodrigues (2006), among others. In terms of methodology, this research is characterized as exploratory, with a qualitative approach (Lüdke; André, 1986). We opted for an action research approach (Thiollent, 1997; Gil, 2017) and used the following instruments to collect and produce data: a) questionnaires (Marconi; Lakatos, 2017) and b) focus groups (Gatti, 2005). Data was organized, refined and interpreted using content analysis (Bardin, 2011). The research involved 20 participants (teachers, pedagogical coordinator, principal and assistant principal) who work in basic education. The results were as follows: a) some of the participants were unaware of the scientific concepts related to Special Education, Inclusion and Inclusive Education; b) teachers were unaware of the UDL, its principles and practical implementation; c) the proposed training served as a subsidy for using the UDL to help implement School Inclusion. As for the benefits of

the training based on UDL, the teachers demonstrated: a) satisfaction with the mini- course proposal; b) the positive impact of UDL on their professional practices; c) the

acquisition of new knowledge; d) reflections on the importance of inclusive pedagogical practice; e) understanding that training based on UDL approaches is promising for implementing inclusive practices in learning environments; f) that the mini-course proposal needs to be further developed. This research showed that the teacher training proposal contributed significantly to expanding knowledge and transforming inclusive teaching practices. We point to the need to expand training on UDL, in view of its effectiveness in making school inclusion a reality.