PRÁTICAS PEDAGÓGICAS INCLUSIVAS NA EDUCAÇÃO BÁSICA

Abstract

This research sought to analyze the scientific production on the pedagogical practices used by Elementary Education teachers, which favor the learning of students with disabilities from the analytical perspective of Universal Design for Learning (UDL). A bibliographic search was carried out based on three keywords: disability, pedagogical practices and inclusion. For all documents found, inclusion criteria were determined: addressing pedagogical practices with students with disabilities, publications between 2011 and 2022, through the Portal de Periódicos da CAPES and having: “pedagogical practice”, in the title and abstract. As a result, 16 articles were found, highlighting the understanding of teachers about Inclusive Education, the performance of Specialized Educational Assistance (SEA), the use of the Individualized Educational Plan (IEP), positive stimulation of teachers and family in education. The survey also pointed out the challenges of adapting the school curriculum and training teachers for a teaching that contemplates everyone's participation and learning. Under the critical analysis of the UDL approach, this study showed that we are still far from having curricula and teachers prepared to carry out pedagogical practices that everyone can participate in without the need for adaptations during classes in Basic Education.