Formação de professores para a Educação Inclusiva: o Desenho Universal para Aprendizagem como abordagem curricular

Abstract

Teachers, at times, do not feel prepared to deal with diversity in the classroom. The central theme of this study is the training of teachers for a curricular approach to Universal Design for Learning from an inclusive perspective in elementary school and high school. The question that motivated the research was: how to train teachers for teaching that consider seach and every one, taking into account their specificities as a group and subject and anticipating the barriers to inclusion? The Educational Product was developed as a training course, in the extension modality, in order to contribute to training teachers for a more inclusive teaching, providing possible strategies for professionals. This study is based on theoretical foundations of inclusive education and teacher training, considering them as complex, constant processes in need of rethinking, since the public of education is constantly changing. The objective was to understand ways to use the Universal Design for Learning(UDL) as a perspective of inclusion, in the initial and continuing training of teachers, for elementary school II and high school, taking into account the diversity that is observed in the ways of planning and occurring teaching and learning in Basic Education. The methodology had a qualitative approach and the content analysis technique was used as a technique for analyzing the data obtained. Questionnaires were applied to teachers and licentiate students of subjects in the final years of Brazilian elementary and high school that contributed to the planning and production of the course based on the UDL. Interviews were conducted with 14 specialists, including teachers who worked with inclusion or Specialized Educational Service, teachers or licentiate students with inclusive school practices, and people with disabilities, for validation and improvement of the educational product of a teacher training course, in the extension modality. The data obtained in the answers to the questionnaires and interviews were analyzed and contributed to the planning and production of the course based on the UDL.The construction and application of the educational product used the UDL approach and contributed to the training of the participants so that they could learn about a possible way to deal with differences in school, developing a view to plurality and learning for all. The online extension course developed in a virtual learning environment, on the diversity of the classroom and the use of resources for inclusive education, highlighted the UDLasanenhancer of inclusion practices, providing possibilities to anticipate the teaching and learning barriers that arise in everyday school life. The educational product was applied to 60studentsand evaluated by the 34 who completed the course as relevant and necessary for emergingthemes of education in an inclusive context.