Resumo

MARIN, Márcia  e  BRAUN, Patrícia. CURRICULUM AND PEDAGOGICAL DIFFERENTIATION -a practice of exclusion?. Rev. Exitus [online]. 2020, vol.10, e020010.  Epub 28-Mar-2022. ISSN 2237-9460.  https://doi.org/10.24065/2237-9460.2020v10n0id1154.

This article proposes a reflection on the concept of pedagogical differentiation as a curriculum strategy for students' learning that requires educational responses that meet their peculiarities. We highlight here people with intellectual disabilities and autism, who make up our professional experience as teachers of basic education, in public schools. Our aim is to bring to the forefront the tension that is established between guaranteeing equal rights against differentiated teaching procedures and resources. Here are some questions: How does doing 'all the same at the same time' promote the learning of students with significant differences in their development? And by planning different actions are we reinforcing exclusion? We conceive that differentiation in teaching presupposes the promotion of equity. And to better think about curricular practices, we bring the principles of Universal Design for Learning (DUA) as a possibility of planning favorable to the promotion of diverse and equitable pedagogical actions for all. From the dialogue between theoretical reflections and experience reports, we present practices of pedagogical differentiation in basic education contexts, as examples to foster teacher dialogue on inclusion, diversity and accessibility to the curriculum.

Palavras-chave : Curriculum Practices; Pedagogical differentiation; Universal Design for Learning.

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