Formação inclusiva com licenciandas em Pedagogia: ações pedagógicas baseadas no desenho universal para a aprendizagem

Abstract

Teacher´s formation and the organization of learning have taken a relevant role in educational policies, in relation to the necessity of inclusive pedagogical practices. From this theme, a formative teaching action was produced – Teaching Unity (educational product) - focusing on the teacher‟s formation for inclusion regarding the pedagogical planning activities based on the Universal Design for Learning Principles. Thus, the main question of investigation is: in which manner can the teaching action, as a formative strategy of teachers for inclusion in the Pedagogy course, contribute to the pedagogical planning activities subsidized by the Universal Design for Learning? To answer this question, the main objective is interpreting the contributions emerged from the application of this Teaching Unity in an extension course with 40 undergraduated students of a Pedagogy course, through the field research in the collaborative modality, as the methodology. The specific objectives are: identifying the assumptions of the learning organization for inclusion, analyzing the initial teacher‟s formation for inclusion in the educational public policy, presenting the principles of the Universal Design for Learning from the identification of the theoretical and practical subsidies about the learning organization in the inclusive education, and pointing out and analysing the results of the application of the educational product – the Teaching Unity – as a teaching activity for the formation action. The research methodology adopts the field research in the collaborative modality. The collected data were analysed in four episodes – (i) Teaching Unity: formative process analysis, (ii) The WebQuest and the Podcast as evaluative and pedagogical resources of the course, (iii) Analysis of the lesson plans and (iv) Analysis of the extension course from the professor /undergraduated student and undergraduated student/professor sustained by four unities of analysis: the content, the ways of educative action, the use of teaching tools and the organization of learning spaces. Among the results, it is highlighted that the participants were involved during the collaborative propose of formation, they also appropriated the content of the course, made a lesson plan using the Universal Design for Learning Principles, and identified a pedagogical-teaching changing to plan in an inclusive perspective. It is offered, from this formative teaching action, a contribution to the field of teacher‟s formation for educational inclusion, by the organization of the pedagogical activities based on the Universal Design for Learning Principles.