Resumen

COSTA-RENDERS, Elizabete Cristina; GONCALVES, Maria Aparecida Nascimento  y  SANTOS, Marcela Herrera dos. UNIVERSAL DESIGN FOR LEARNING: A CURRICULAR APPROACH IN INCLUSIVE SCHOOL. e-Curriculum [online]. 2021, vol.19, n.2, pp.705-728.  Epub 30-Ago-2021. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2021v19i2p705-728.

It brings together two researches that worked the curriculum theory in interface with school inclusion. It uses the integrative review methodology, having as its theoretical basis the inclusion paradigm, the narrative curriculum and the universal design for learning (UDL). The question is: how can the three UDL principles contribute to an inclusive approach in Brazilian schools? Methodologically, the analytical treatment of the collected material took place through a UDL inventory, with the aim of bringing the principles of universal design for learning closer to the discussion of the accessible curriculum. The results pointed to a greater narrative, openness and flexibility in the curriculum in the sense of widening the degree of influence of students in the curriculum. This is relevant for the engagement of learners, as it respects the variability of learning neural networks. Research grant #2017/20862-8, São Paulo Research Foundation (FAPESP).

Palabras clave : BNCC; Accessible curriculum; Universal design for learning; Special education; Inclusive education.

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