Banca de DEFESA: JANAINA RAFIA DE BRITO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : JANAINA RAFIA DE BRITO
DATE: 10/10/2025
TIME: 10:00
LOCAL: Plataforma Virtual Google Meet
TITLE:

PRACTICAL GUIDE FOR THE DEVELOPMENT OF UNIVERSAL DESIGN FOR LEARNING (DUA), IN
GEOGRAPHY AND SCIENCE CLASSES, OF ELEMENTARY SCHOOL FINAL YEARS

 

KEY WORDS:

Universal Design For Learning. Teaching geography. Science Education. Pollution. Inclusion.

PAGES: 144
BIG AREA: Ciências Humanas
AREA: Geografia
SUBÁREA: Geografia Humana
SUMMARY:

The increase in the diversity of cognitive profiles in elementary school classrooms transmits to the school
the challenge of assuming pedagogical practices that recognize the multiple ways of learning. It is in this
context that Universal Design For Learning (UDL) presents itself as a collaborator, due to its flexible
pedagogical practices, which respect the different ways of understanding and expressing knowledge.
And, with the articulation between geography and Sciences, under the paradigm of inclusive education,
the understanding of the different aspects regarding the types of pollution, altering the landscapes, is
expanded. The present study aims to develop a didactic material, in e-book format, to work on the types
of pollution, from the Universal Design For Learning (DUA), for students in the 6th grade of Elementary
School, with atypical and typical characteristics. Based on the principles of this methodology, the work
proposes didactic sequences organized around the types of pollution (atmospheric, water and soil); the
use of the senses in the understanding of polluted landscapes with multisensory activities and the
exploration of multiple content formats (visual, oral, auditory, tactile). With inclusive pedagogical
practices that ensure student access and learning, through the flexibility of objectives, techniques,
materials and forms of assessment. Methodologically, the investigation is based on bibliographic
research and, for the understanding of Universal Design for learning, the works of Meyer, Rose and
Gordon (2021), and authors such as Araújo (2021); Bettio; Miranda; Schmidt (2021); Borges and
Schmidt (2021); Marin and Braun (2020) and Zerbato (2016; 2018) will be used. Also seeking to use the
article by Sebastián-Heredero (2020) on the guidelines of the DUA and Costa-Renders, Amara and
Oliveira (2020) when investigating the DUA in inclusive education. Environmental pollution, such as
Mano, Pacheco and Bonelli (2005) and Matos (2020). The landscape category with the Holy
authors(1988, 1996, 2008, 2014); Nunes Filho E Salvador (2020), and Felício (2021). The interface of
geography and school inclusion will be treated from the works of Roquejani (2018), Ercolin (2013) and
Rocco (2016). From the perspective of school geography, we dialogue with Castellar (2016, 2010, 2011,
2022); Cavalcanti (2010, 2019) and Filizola (2009). And for the study of Science in the perspective of
elementary education we have Machado and Siqueira (2020); Talia and Fontoura (2022); Silva,

Menezes and Siqueira (2023); Machado and Duarte (2024) and Souza (2024). Documentary research
was also carried out, which consisted of the analysis of documents such as the Federal Constitution of
1988, the BNCC, the DCRN and INEP. It is expected that the material will contribute to overcoming
pedagogical and curricular barriers, valuing cognitive plurality and expanding students ' analytical
understanding of the relationships between society, nature and the impacts of pollution in the lived
geographical space.

 

COMMITTEE MEMBERS:
Presidente - ***.611.234-** - DJANNI MARTINHO DOS SANTOS SOBRINHO - NÃO INFORMADO
Interna - ***.082.010-** - DENISE WILDNER THEVES - UFRGS
Externa ao Programa - 2370186 - FRANCILEIDE BATISTA DE ALMEIDA VIEIRA - UFRNExterna à Instituição - FLÁVIA SPINELLI BRAGA - UERN