Desenho universal para a aprendizagem no ensino de Ciências da Natureza na perspectiva inclusiva

Abstract

The Universal Design for Learning originated with Universal Architecture Design, being defined by the planning of spaces and products accessible to all, without the need for adaptation or specialized design for people with disabilities. This idea of accessible spaces, resources and environments was expanded to pedagogical action. The present research had as objective to analyze how the principles of the DUA, integrated to the pedagogical activities, can contribute to the inclusive education in Sciences of the Nature. The choice of this topic is justified by the fact that the DUA presents itself as a methodological alternative that allows flexibility in teaching activities. This flexibility also in the area of Natural Sciences, giving them accessibility and thus contemplating the teaching and learning processes of all students in the classroom. The Universal Design for Learning allows an inclusive education since, in its proposal, it foresees the elimination of pedagogical barriers that end up excluding individuals in the school context. Thirty-five students from a Public High School in the municipality of Dom Pedrito - RS participated in the study. The research had a qualitative, exploratory approach with a case study. In the study, the field diary, observations and questionnaires were used as instruments for data collection. For the development of the pedagogical interventions the study was based on the ideas of Pacheco (2017) on the DUA in the Teaching of Sciences. The data collected in the research will be analyzed based on the theory of content analysis (BARDIN, 2011). This study had the results of an understanding that there is no recipe that can be followed for the teaching of all students, after all this would imply homogenization of teaching and a return to traditional practices of education, a path contrary to the practice of the principles of school inclusion. For the implementation of the Universal Design for Learning in the classroom, it is necessary to plan and elaborate inclusive pedagogical activities, which contemplate the use of resources that enhance the teaching and learning processes of students. In view of the above, it can be seen that the organization of the teaching activity subsidized by the DUA's guiding principles can improve the development of practices consistent with the inclusive education movement, aiming at ensuring the right of all to Education. From the results found in this research, I was able to conclude that when it comes to teaching-learning principles and especially to the teaching-learning process, the Universal Design for Learning besides providing access through flexibilization and "participation" also contributes to inclusive education in Science of Nature. In this sense, the Universal Design for Learning can be a potential ally of collaborative work to favor school inclusion, since it converges into a common goal, the construction of accessible pedagogical practices for the schooling of all students in the classroom.