O desenho universal para a aprendizagem como estratégia inclusivo-inovadora no ensino de ciências

Abstract

This research, developed in the Academic Master's Degree in Teaching - MAE, dealt with Universal Design for Learning as an inclusive-innovative strategy in science teaching, whose main objective was to discuss the processes of implementation of the didactic-pedagogical assumptions based on the DUA, in the teaching of Science in the municipal schools of Dom Pedrito-RS, with a view to guaranteeing access, the permanence of all students in the teaching-learning process, in an inclusive- innovative perspective. For a theoretical-conceptual review, the themes of inclusive- innovative education were addressed; science teaching from an inclusive perspective; neuroscience in science education; meaningful learning in science education; Pedagogical innovation in relation to science education, finally, DUA in relation to science education. As a methodological development, this research was of the interventional type, based on Damiani's studies, in which it articulates investigation with the direct involvement of the subjects of the investigated action. For data collection instrument, questionnaires, metacognitive notebooks were used, as the records of academic-professional training meetings in the form of gatherings, as these are based on the concept of Freirean Circles, which take as characteristics of development, dialogicity, as also mediation. For data analysis, based on Bardin's studies, the results were treated based on the categories of a priori and posterior analysis, thus regarding the didactic-pedagogical principles, especially in the teaching-learning process of the DUA, four categories were identified for analysis: barriers to learning, DUA and meaningful learning, DUA and Neuroscience, and DUA and Pedagogical Innovation. Finally, there was the possibility of providing access through flexibility, participation of students in the teaching-learning process, in addition to contributing to an inclusive-innovative teaching in the context of Science Teaching, in an inclusive perspective.