INCLUSIVE STRATEGIES IN THE SCHOOL CONTEXT: APPLICABILITY BASED ON UNIVERSAL DESIGN FOR LEARNING
Keywords: Inclusive Education; Universal Design for Learning; Continuing Teacher Education; Inclusive Pedagogical Practices; Pedagogical Barriers.
This research investigates the applicability of Universal Design for Learning (UDL) as a pedagogical strategy for promoting inclusive education in the public school system. It begins by recognizing that, despite normative advances — such as the Federal Constitution of 1988, the National Education Guidelines and Framework Law (LDB 9.394/96), and Decree No. 12.686/2025 — pedagogical and attitudinal barriers persist, compromising the retention and academic success of students who are the target audience of special education. The general objective of the study is to develop and implement formative workshops for teachers, grounded in UDL principles, aimed at equipping them to create inclusive pedagogical practices. A qualitative, exploratory-descriptive approach is adopted, with a public school in the city of João Pessoa/PB as the research locus. Data collection instruments include interviews, observations, and document analysis, and data processing follows Bardin's content analysis method. As an educational product, a sequence of formative workshops is proposed, offering teachers theoretical and practical resources to reduce barriers to learning and participation. Expected results point to UDL's contribution as a structuring framework for pedagogical practices that promote equity, autonomy, and academic success for students within the basic education context.