O desenho universal para a aprendizagem na educação infantil: uma análise da experiência no Projeto Aponte

Abstract

In the present day, it is known that each individual develops their intelligence in their own way. In this regard, it is necessary to seek new pathways for rethinking school education. One such pathway is Universal Design for Learning (UDL), which aims to devise strategies that take into account how students learn, how they express their knowledge, and how they engage in learning. In this perspective, the overall objective of this research was to analyze the use of UDL as a strategy for inclusion in Early Childhood Education. The specific objectives included: presenting Early Childhood Education based on the conception of rights described in the BNCC (National Common Core Curriculum) and other legal frameworks; describing UDL as an inclusive methodological strategy; constructing an instrument (checklist) to collect data regarding the use of UDL at Projeto Aponte School, a non-profit institution for Early Childhood Education located in the Indústrias neighborhood in João Pessoa, Paraíba, which serves 40 children aged 3-6 years, on weekdays, in two shifts (morning and afternoon). To achieve these objectives, this qualitative study consisted of bibliographic and documentary research, followed by field research. It involved participant observation and data recording in the constructed checklists. The analysis focused on 12 weekly plans selected from the period between February and July 2023, in addition to the researcher's experiences at the school in question. In response to the question: is it possible to plan and develop for all children, taking into account the principles of UDL and the criteria established by Brazilian legislation for Early Childhood Education, the results of this study demonstrated that the school analyzed complies with legal precepts and uses UDL as a didactic strategy for inclusion, effectively meeting its principles. This suggests the possibility of replicating this experience in other Early Childhood Education settings under similar conditions.