DESENHO UNIVERSAL PARA APRENDIZAGEM APLICADO ÀS BRINCADEIRAS NA EDUCAÇÃO INFANTIL

DESAFIOS DE UM PROJETO COLETIVO PARA A DIVERSIDADE DE PRÉ-ESCOLARES

Abstract

Abstract: With this research we focus on pedagogical actions, from the perspective of Inclusive Education. Presenting as a central theme, the proposal to analyze and describe the challenges and strategies used by teachers of an Early Childhood Education Institution of the São José Public School Network and how Universal Design for Learning can contribute to promoting the inclusion of children from 4 to 6 years old through games. This research will be of a qualitative nature, with a bibliographic nature, having as partial theoretical support works: BOCK, G. L. K.; GESSER, M.; NUERNBERG, A. H. Universal design for learning: scientific production from 2011 to 2016 (2018), ALVES, M. M.; RIBEIRO, R.; SIMÕES, F. Universal Design for Learning (UDL): contributions to a school for all (2013), National Policy on Special Education from the Perspective of Inclusive Education (PNEEPEI) (BRASIL, 2008) and will follow a methodological path from the approach of participatory research from the perspective of inclusion for diversity, that is, based on extensionist actions with proposals prepared collaboratively by the educational team. Participatory research, as the name suggests, inevitably involves the participation of both the researcher in the context, group or culture he is researching, and the subjects who are involved in the research process. The data obtained by this research will contribute to radiate conceptions on the subject, describe advances and challenges from the bias of pedagogical practices in Early Childhood Education spaces, outlining changes and ways of knowing the already established context to determine the possible transformations to be achieved.