PARA QUE TODOS POSSAM PERTENCER. O Desenho Universal para Aprendizagem aplicado em sala de aula brasileira.

Abstract

This thesis proposes an educational framework that embraces diversity and inclusivity in Brazilian classrooms, particularly by examining the applicability of the Universal Design for Learning (UDL) model. Although Brazilian law established Inclusive Education before the 1988 Constitution, the actual practice has only recently been recognized and advocated as a fundamental right. Individuals with disabilities and their families have been advocating for the right to belong to mainstream environments from early childhood, diverging from past societal norms that excluded or isolated those who differed from the majority. Today, schools are legally obligated to accommodate all students equally, with criminal penalties for non-compliance, underscoring the urgency of making all schools inclusive. The research aligns formal teaching practices with the National Inclusive Education Policy, which advocates for integrating students with and without disabilities in the same classroom environment while providing specialized support during off-school hours. The study employs a qualitative research methodology centred on a case study conducted in inclusive classrooms through participant observation. This approach facilitates a comprehensive examination of the challenges and progress in Inclusive Education and an analysis of current exclusions within educational settings. Central to this study is the geographical concept of "Place," which allows for the relational dynamics analysis between space and individuals. This notion highlights the significance of Inclusive Schools, emphasizing the bonds and meanings these institutions foster for students today. Following this, the exploration of UDL aims to universalize learning opportunities for all students in diverse educational contexts. The findings indicate that applying the UDL approach in classrooms within a non-profit private school resulted in significant improvements in inclusivity. The enhanced "inclusive potential" in these UDL-modeled classrooms positively impacted all students, showcasing UDL as a transformative framework for promoting inclusive educational practices across Brazil.