O ensino de ciências a partir do desenho universal para a aprendizagem: possibilidades para a educação de jovens e adultos

Abstract

The work presents a didactic sequence for the teaching of Sciences, built from the Universal Design for Learning - theoretical and methodological assumption that pro-poses the removal of any and all barriers in the teaching process, making possible the learning for all the students, addressing the content of Respiratory System. The theoretical-methodological assumption Universal Design for Learning is organized into three principles: Providing multiple modes of presentation (the "what" of lear-ning); Provide multiple modes of action and expression (the "how" of learning) and Provide multiple modes of self-development (the "why" of learning). The study deve-loped from this assumption, was carried out through a research of the type pedago-gical intervention, which sought to plan, implement and evaluate their contributions in teaching concepts related to the content of Respiratory System, for a group of youth and adult education at a Municipal School in Bagé / Rio Grande do Sul. Data collec-tion procedures involved a semi-structured interview, field diary and observation. The first one is characterized by the freedom of the interviewee to talk about the subject, but the researcher should maintain the focus, the second one has as a characteristic the relevance of the registered of the researcher in relation to the subject under study and, in turn, the third one will be used during the whole intervention, aiming at the construction of knowledge. The theory used for data analysis was thematic analysis. The data present in this study were analyzed from three theoretical categories, namely the three principles of the Universal Design for Learning.