Desenho universal para a aprendizagem e ensino diferenciado: universalizar e diferenciar para incluir

Abstract

The singularities of the Special Education Public (SEP) have presented challenges for regular schools, particularly in terms of providing quality education for these students. Although the right to difference is an essential premise of the inclusive education perspective, there remains an ongoing debate about the effective adoption of differentiated pedagogical strategies. This study is based on the principle that, for the universalization of education, it is crucial to consider the specificities of each student, applying, when necessary, intentional pedagogical differentiation. Among the approaches that have proven effective in promoting diversity in the classroom, in different countries, Universal Design for Learning (UDL) and Differentiated Instruction (DI) stand out. Both are complementary: UDL proposes flexible, prior planning with strategies that meet the variety of learners from the outset; DI focuses on balancing the common needs of the class with the specific needs of certain students. Considering that various studies highlight the difficulties faced by teachers in planning lessons that respect the uniqueness of students in the regular classroom context, the objective of this research was to verify how the theoretical understanding of UDL and DI approaches can enhance inclusive pedagogical practices with SEP students. The methodology adopted was qualitative, structured in two stages. The first consisted of a literature review on UDL and DI, aiming to construct a current theoretical overview. The second, called "application," involved continuous training with a group of teachers on these approaches, using action research. This stage aimed to verify, from the teachers' perceptions, whether the concepts of UDL and DI are feasible and meaningful in everyday pedagogical practice with SPE students. Ten teachers from a College of Application participated in the research: nine teachers working with two third-grade classes of the first cycle and one teacher working in Specialized Educational Assistance (SEA). Data collection was carried out through participant observation, individual interviews, field diaries, lesson observation scripts, activities in Virtual Learning Environment (VLE), and reflective collective meetings. The results from the first stage indicate that both UDL and DI – as well as their joint articulation – have contributed to improvements in the academic performance of students with and without disabilities in the regular school context. However, it was found that empirical research investigating the simultaneous application of these two approaches is still scarce. In the second stage, the data obtained were organized and discussed through thematic analysis, based on the following categories: 1) teachers' expectations regarding participation in the research; 2) prior knowledge of UDL and DI; 3) previous pedagogical practices with SEP students; 4) analysis of the Individual Educational Project (IEP) filled out before the training; 5) description and analysis of the training conducted; 6) completion of the IEP after the training; 7) knowledge gained about UDL and DI; 8) pedagogical practices after the training; 9) teachers' perceptions of the contributions of the received training. The results showed that the theoretical and practical understanding of the UDL and DI approaches had a positive impact on the participants' pedagogical practice. Furthermore, the research highlighted the importance of considering the specific needs of each student when planning lessons, aiming to ensure accessible, equitable, and high-quality education for all. It is expected that this study will contribute to more in-depth reflections on school inclusion, through the use of theoretically grounded differentiated pedagogical strategies, expanding the debate on inclusive practices and encouraging new research that strengthens teacher training, promotes educational equity, and ensures full accessibility in the school environment.