Resumo

PRAIS, Jacqueline Lidiane de Souza  e  VITALIANO, Celia Regina. TEACHER TRAINING FOR INCLUSIVE PRAXIS SUBSIDIZED BY UNIVERSAL DESIGN FOR LEARNING. Revista Teias [online]. 2021, vol.22, n.66, pp.226-239.  Epub 06-Fev-2023. ISSN 1982-0305.  https://doi.org/10.12957/teias.2021.57043.

The teacher training and the reorganization of education are essential conditions for promoting inclusive pedagogical practices. In this context, the proposal of curricular organization of the Universal Design for Learning (UDL) has been referenced for the realization of inclusive education. This research had the general objective: to analyze the development of a process of continuing education in a service based on UDL, carried out with the teachers of a school, working in the initial years of elementary school, through a collaborative research aimed at improving the inclusion process of students with Special Educational Needs (SEN). 13 collaborating teachers participated in the research. The method adopted was collaborative research and data collection took place in four stages: awareness of participants, the survey of teachers training needs, the development of a training programme and the final evaluation. Data were processed through content analysis and episodes. Were found contributions from the formative process and changes in the teacher's lesson plans and effective pedagogical practices were verified. The improvement of the pedagogical work developed by the teachers was evidenced, students with SEN, but in favoring the quality of teaching aimed at learning all students.

Palavras-chave : teacher training; inclusive education; pedagogical practice; Universal Design for Learning; collaborative research..

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