Planejamento acessível na perspectiva da educação para todos e todas

Abstract

The research entitled "Accessible planning from the perspective of Education for all" has as its theme the discussion about teaching-learning practices in common classrooms, seeking a way for an inclusive-innovative proposal that contemplates the diversity of students in this process. As a general objective, was proposed to analyze the effectiveness of accessible planning in the common classroom of a rural school, to provide learning for all students, and value diversity, from an inclusive-innovative perspective. The specific objectives were: to carry out a systematic integrative bibliographic review regarding accessible planning from the perspective of education for all; The specific objectives were: to carry out a systematic integrative bibliographic review regarding accessible planning from the perspective of education for all; implement accessible planning with the purpose of an inclusive-innovative practice; identify barriers to accessible planning with inclusive pedagogical practices; and verify the potentiality of accessible planning for the realization of learning for all students. For that, theoretical studies were carried out on the dialectic methodology of construction of knowledge in the classroom (MDCSA), (VASCONCELLOS, 1992; 2000; 2002), in the search for pedagogical planning that contemplated education for all; studies were also carried out with support from Arroyo and Fernandes (1999), Carvalho (2006), Freire (2002), Gandin (2001), Mantoan (2003), Mello, Rorato e Silva (2008), Nunes and Madureira (2015), Heredero (2020), Smole (1999), Torres (2001), Vasconcellos (1992, 2000, 2002). The work was carried out through a research with a qualitative approach (TOZONI-REIS, 2010), of the action-research type based on Dionne (2007), in a common classroom of a rural school, in the city of Dom Pedrito (RS), in which the subjects were the teacher-researcher; the multigrade class of 3rd, 4th and 5th years; and, the class teacher of the 1st and 2nd years. For data collection, an interview was conducted with the teacher of the 1st and 2nd-year class, which provided a diagnosis of the studied reality. Still, to know the investigated classrom, a documental analysis of the student's records (pedagogical materials, notebooks) was carried out, what happened during the research until the intervention proposal with the application of accessible planning (GIL, 2008), participant observation (GIL, 2008) and records in the field diary instrument (SOUZA, 2012). Data analysis was performed through content analysis, according to Bardin (2016), with categories that generated two major axes for analysis and treatment of results. The actions and reflections around this study were based on the proposal of the Universal Design for Learning (UDL) (CAST, 2012; NUNES; MADUREIRA, 2015; HEREDERO, 2020), with principles of observation of the existing diversity in the common classroom, where it is assumed that flexible planning is essential so that everyone has access and guaranteed learning rights, respecting the different styles of learning and expression of knowledge in the search for the elimination of barriers that hinder learning, participation and effective presence of all students (CARVALHO, 2005, 2007; SASSAKI, 2009). The research action took place between March and June 2022, the analysis of the results of the action by the axes took place from July to November 2022, with the final analysis between December 2022 and January 2023, and the studies began in the first half of 2021, the period which an integrative systematic literature review was carried out (MENDES; SILVEIRA; GALVÃO, 2008), culminating in a first search result. This research brought to light the various challenges faced when thinking about the proposal of Education for All in a place of diversity, in this case, the rural school. In the pursuit of improving my teaching practice, I believe that the research has brought several contributions in which accessible planning is presented as a facilitator of inclusive education for all the diversity in school, including people with disabilities; it is up to us, teachers, to improve this every day, to value and respect this diversity, seeking strategies for the main purpose in each multiple learning contexts, to promote and make education accessible for everyone.