Proposal for a pedagogical intervention based on Universal Design for Learning in the initial training of natural science teachers
DOI:
https://doi.org/10.15536/reducarmais.10.2026.4427Keywords:
Initial teacher education, Universal Design for Learning, Pedagogical interventionAbstract
This article aims to propose a pedagogical intervention grounded in the principles of Universal Design for Learning in the initial training of natural science teachers. This is a qualitative study conducted through a pedagogical intervention consisting of ten training sessions held with six students in a course within a teacher-training program, integrating theoretical study, analysis of practices, planning, and reflection. The results showed that the organization of the intervention contributed to building initial preparedness among the teacher candidates, while highlighting the need to further explore the Universal Design for Learning approach. Although there are limitations regarding the demand for deeper theoretical understanding of the approach and opportunities for experimentation in real teaching contexts, it is concluded that the proposal has educational potential by bridging theoretical foundations and teaching practice.
Downloads
References
AGOSTINI, Adriana de Jesus Arroio; RENDERS, Elizabete Cristina Costa. Formação de professores a partir das práticas inclusivas e Design Universal para Aprendizagem. Revista Práxis Educacional, Vitória da Conquista, v. 17, n. 46, p. 488-505, 2021.
BICUDO, Maria Aparecida Viggiani. A pesquisa qualitativa olhada para além dos procedimentos. São Paulo: Editora Cortez, 2011.
BRASIL. Ministério da Educação. Conselho Nacional de Educação. Resolução CNE/CP n.º 2, de 20 de dezembro de 2019. Define as Diretrizes Curriculares Nacionais para a Formação Inicial de Professores para a Educação Básica e institui a Base Nacional Comum para a Formação Inicial de Professores da Educação Básica (BNC-Formação). Brasília: MEC/CNE, 2019. Disponível em: http://portal.mec.gov.br/docman/dezembro-2019-pdf/135951-rcp002-19/file. Acesso em: 26 fev. 2026.
DAMIANI, Magda. Floriana.; ROCHEFORT, Renato Siqueira; CASTRO, Rafael Fonseca de; DARIZ, Marion Rodrigues; PINHEIRO, Silvia Siqueira. Discutindo pesquisas do tipo intervenção pedagógica. Cadernos de Educação, Pelotas, v. 45, p. 57-67, maio/ago. 2013.
MEYER, Anne; ROSE, David H. Universal design for learning: theory and practice. Wakefield, MA: CAST, 2014.
MINAYO, Maria Cecília de Souza. Análise qualitativa: teoria, passos e fidedignidade. Revista Ciência & saúde coletiva, v. 17, p. 621-626, 2011.
PRAIS, Jacqueline Lidiane de Souza. Formação de professores para o desenvolvimento de práxis inclusivas baseadas no Desenho Universal para a Aprendizagem: uma pesquisa colaborativa. Tese (Doutorado em Educação) – Universidade Estadual de Londrina, Londrina, 2020.
PRAIS, Jacqueline Lidiane de Souza; STEIN, Jorama de Quadros; VITALIANO, Célia Regina. Desenho universal para a aprendizagem na promoção da educação inclusiva: uma revisão sistemática. Revista Exitus, Santarém, v. 10, p. 1-25, e020091, 2020.
PRAIS, Jacqueline Lidiane de Souza; VITALIANO, Célia Regina. Processo formativo de professores para a Educação Inclusiva subsidiado pelo Desenho Universal para a Aprendizagem. Ensino em Re-Vista, Uberlândia, v. 29, p. 1-25, e011, 2022.
SEBASTIÁN-HEREDERO, Eladio. Diretrizes para o Desenho Universal para a Aprendizagem (DUA). Revista Brasileira de Educação Especial, v. 26, p. 733-768, 2020.
SILVA, Gildasio Pequeno Silva; JUNIOR, Jeferson Gomes Moriel. Desenho Universal para Aprendizagem: uma revisão das práticas no período de 2011-2019. Brazilian Journal of Development, v. 6, n. 12, p. 100953-100968, 2020.
TARDIF, Maurice. Saberes docentes e formação profissional. 16. ed. Petrópolis, RJ: Vozes, 2014.
VEGA, Miriam Díaz; RODRIGUEZ, Ricardo Lopez; BASTIAS, Jose Luís Lopez. Educational Inclusion through the Universal Design for Learning: Alternatives to Teacher Training. Education Sciences, v. 10, n. 11, 2020.
ZERBATO, Ana Paula; MENDES, Enicéia Gonçalves. O desenho universal para a aprendizagem na formação de professores: da investigação às práticas inclusivas. Educação e Pesquisa, v. 47, p. 1-19, e233730, 2021.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Gessiele da Silva Corrêa, Elaine Corrêa Pereira
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
DECLARATION OF RESPONSIBILITY: I hereby certify that I partially or fully participated in the conception of the work, that I did not hide any links or financial agreements between the authors and companies that may be interested in this article publication. I certify that the text is original and that the work, partially or fully, or any other work with a substantially similar content written by me, was not sent to any other journal and it will not be send while my submission is being considered by Revista Educar Mais, whether in printed or electronic format.
The author responsible for the submission represents all the authors of the manuscript and, when sending the article to the journal, guarantees s/he has obtained the permission to do so, as well as s/he guarantees the article does not infringe upon anyone’s copyright nor violate any proprietary rights. The journal is not responsible for the opinions expressed.
Revista Educar Mais is Open Access, does not charge any fees, whether for submission or article processing. The journal adopts Budapest Open Access Initiative (BOAI)’s definition, i.e., any users are permitted to read, download, copy, distribute, print, search and link to the full texts of these articles.
All the articles are published under the Creative Commons Atribuição-NãoComercial 4.0 Internacional license. The authors keep the copyright of their production. That way, they must be contacted directly if there is any interest in commercial use of their work.
