<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1983-1730</journal-id>
<journal-title><![CDATA[Ensino em Re-Vista]]></journal-title>
<abbrev-journal-title><![CDATA[Ensino em Re-Vista]]></abbrev-journal-title>
<issn>1983-1730</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-17302022000100111</article-id>
<article-id pub-id-type="doi">10.14393/er-v29a2022-11</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Processo formativo de professores para a Educação Inclusiva subsidiado pelo Desenho Universal para a Aprendizagem]]></article-title>
<article-title xml:lang="es"><![CDATA[Proceso formativo del profesorado para la educación inclusiva subvencionado por el Diseño Universal para el Aprendizaje]]></article-title>
<article-title xml:lang="en"><![CDATA[Education Process of Teachers for Inclusive Education subsidized by the Universal Design for Learning]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Prais]]></surname>
<given-names><![CDATA[Jacqueline Lidiane de Souza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vitaliano]]></surname>
<given-names><![CDATA[Celia Regina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Londrina  ]]></institution>
<addr-line><![CDATA[Londrina Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Londrina  ]]></institution>
<addr-line><![CDATA[Londrina Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>29</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-17302022000100111&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-17302022000100111&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-17302022000100111&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O aprimoramento do trabalho pedagógico, desenvolvido pelos professores na classe comum, representa uma condição essencial para favorecer práticas pedagógicas inclusivas. Nesse sentido, o Desenho Universal para a Aprendizagem (DUA) consiste em uma abordagem curricular para a educação inclusiva. Este artigo tem o objetivo de descrever um processo formativo desenvolvido junto a professoras atuantes nos anos iniciais do Ensino Fundamental, visando o desenvolvimento de práxis inclusivas subsidiadas nos princípios do DUA, por meio de uma pesquisa colaborativa. Três docentes participaram do processo. A coleta dos dados ocorreu durante o desenvolvimento de práticas reflexivas, planejamentos colaborativos e participações da pesquisadora em sala de aula. Constatou-se que o processo formativo, subsidiado pelo DUA e aliado aos procedimentos da pesquisa colaborativa, favoreceu o aprimoramento na qualidade do ensino, evidenciado nas mudanças ocorridas nos planos de aulas e nas práticas pedagógicas efetivas das docentes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La mejora del trabajo pedagógico desarrollado por los profesores en el aula común representa una condición esencial para promover las prácticas pedagógicas inclusivas. En este sentido, el Diseño Universal para el Aprendizaje (DUA) consiste en un abordaje curricular para la educación inclusiva. Este artículo pretende describir un proceso formativo desarrollado con profesores que trabajan en los primeros años de la escuela primaria con el objetivo de desarrollar prácticas inclusivas subvencionadas en los principios del DUA a través de una investigación colaborativa. Tres profesores fueron los que participaron en el proceso. La recolección de datos se produjo durante el desarrollo de las prácticas reflexivas, planificaciones colaborativas y la participación de la investigadora en la sala de clases. Se constató que el proceso formativo, subvencionado por el DUA, combinado con los procedimientos de investigación colaborativa, favoreció la mejora de la calidad de la enseñanza, evidenciada en los cambios que se produjeron en los planes de clase y en las prácticas pedagógicas efectivas de los profesores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The improvement of the pedagogical work developed by teachers in common classes represents an essential condition to favor inclusive pedagogical practices. In this sense, the Universal Design for Learning (UDL) consists of a curricular approach to inclusive education. This article aims to describe an education process developed with female teachers working in the early years of elementary school, aiming at the development of inclusive practices subsidized by the guiding principles of UDL, through a collaborative research. Three female teachers took part in the process. The data collection took place during the development of reflective practices, collaborative planning, and the participation of the researcher in the classroom. It was verified that the education process, subsidized by the UDL allied to the procedures of the collaborative research, favored the improvement in the quality of teaching, evidenced in the changes occurred in the lesson plans and in the effective pedagogical practices of the teachers.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Educação Inclusiva]]></kwd>
<kwd lng="pt"><![CDATA[Prática Pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[Desenho Universal para a Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Pesquisa colaborativa]]></kwd>
<kwd lng="es"><![CDATA[Formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[Educación inclusiva]]></kwd>
<kwd lng="es"><![CDATA[Práctica pedagógica]]></kwd>
<kwd lng="es"><![CDATA[Diseño Universal para el Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Investigación en colaboración]]></kwd>
<kwd lng="en"><![CDATA[Teacher education]]></kwd>
<kwd lng="en"><![CDATA[Inclusive Education]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical Practice]]></kwd>
<kwd lng="en"><![CDATA[Universal Design for Learning]]></kwd>
<kwd lng="en"><![CDATA[Collaborative research]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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