<?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>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982020000100267</article-id>
<article-id pub-id-type="doi">10.1590/0102-4698229690</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O DESIGN UNIVERSAL PARA APRENDIZAGEM E A PEDAGOGIA DAS ESTAÇÕES: AS MÚLTIPLAS TEMPORALIDADES/ESPACIALIDADES DO APRENDER NAS ESCOLAS]]></article-title>
<article-title xml:lang="en"><![CDATA[UNIVERSAL DESIGN FOR LEARNING AND PEDAGOGY OF SEASONS: THE MULTIPLE TEMPORALITIES / SPACES OF LEARNING IN SCHOOLS]]></article-title>
<article-title xml:lang="es"><![CDATA[EL DISEÑO UNIVERSAL PARA APRENDIZAJE Y LA PEDAGOGÍA DE LAS ESTACIONES: LAS MÚLTIPLES TEMPORALIDADES/ESPACIALIDADES DEL APRENDER EN LAS ESCUELAS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[COSTA-RENDERS]]></surname>
<given-names><![CDATA[ELIZABETE CRISTINA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[BRACKEN]]></surname>
<given-names><![CDATA[SEAN]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[APARÍCIO]]></surname>
<given-names><![CDATA[ANA SILVIA MOÇO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Municipal de São Caetano do Sul  ]]></institution>
<addr-line><![CDATA[São Caetano do Sul SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Worcester University  ]]></institution>
<addr-line><![CDATA[Worcester ]]></addr-line>
<country>Inglaterra</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Municipal de São Caetano do Sul  ]]></institution>
<addr-line><![CDATA[São Caetano do Sul SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>36</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982020000100267&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982020000100267&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982020000100267&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Este artigo trata da qualificação dos processos de inclusão escolar, tendo em perspectiva a problematização da hegemonia do tempo/espaço do aprender nas instituições educacionais. Apresenta resultados parciais do projeto de pesquisa A escola para todos perguntando: como o design universal para a aprendizagem pode, aproximado à pedagogia das estações, qualificar as experiências inclusivas nas escolas? Tem como objetivo colocar em questão a hegemonia do tempo/espaço do ensino-aprendizagem nas escolas, tendo em foco as temporalidades/espacialidades da aprendência humana nos termos da aprendizagem narrativa. Metodologicamente, este recorte da pesquisa insere-se numa revisão integrativa sobre o design universal para a aprendizagem (DUA), as temporalidades/espacialidades da aprendizagem e a educação inclusiva. Os resultados desta etapa da pesquisa apontaram que o caso da inclusão escolar de pessoas com deficiência é emblemático quando se trata da demanda pela superação da hegemonia do tempo/espaço linear no processo de ensino-aprendizagem. A aproximação entre o design universal para aprendizagem e a pedagogia das estações apontou que ainda existem tensões conceituais importantes neste processo, especialmente no que diz respeito ao paradoxo inerente às práticas inclusivas: atender ao universal/particular ou dar conta da variabilidade de estratégias sem perder de vista o global. Tal problema emerge, especialmente, quando se coloca em perspectiva os expert learners do DUA. Cumpre informar que as pesquisas estão inseridas no âmbito do projeto regular N. 2017/20862-8, Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP).]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: This article deals with the qualification of processes of school inclusion, considering the problematization of the hegemony of time / space in learning in educational institutions. It socializes partial results from the research project A school for all by asking: How can universal design for learning, along with station pedagogy, qualify inclusive experiences in schools? Its objective is to question the hegemony of the time / space of teaching and learning in schools, putting in perspective the temporalities / spaces of human learning in terms of narrative learning. Methodologically, this research is part of an integrative review on universal design for learning (UDL), learning times / spaces, and inclusive education. The results of this stage of the research indicated that the case of school inclusion of people with disabilities is emblematic when it comes to the demand for overcoming the hegemony of linear time / space in the teaching-learning process. The approximation between the universal design for learning and the pedagogy of seasons has pointed out that there are still important conceptual tensions in this process, especially regarding the paradox inherent to inclusive practices: addressing the universal / particular or accounting for the variability of strategies without lose sight of the global. Such a problem arises especially when putting expert learners from UDL in perspective. Research grant #2017/20862-8, São Paulo Research Foundation (FAPESP).]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESÚMEN: Este artículo aborda la calificación de los procesos de inclusión escolar, con el fin de problematizar la hegemonía del tiempo / espacio de aprendizaje en las instituciones educativas. Presenta resultados parciales del proyecto de investigación La escuela para todos. Por lo tanto, la pregunta es: ¿cómo puede el diseño universal para el aprendizaje, en línea con la pedagogía de las estaciones, calificar las experiencias inclusivas en las escuelas? Su objetivo es cuestionar la hegemonía del tiempo / espacio de enseñanza-aprendizaje en las escuelas, centrándose en las temporalidades / espacialidades del aprendizaje humano en términos de aprendizaje narrativo. Metodológicamente, esta es una revisión integradora sobre el diseño universal para el aprendizaje (DUA), las temporalidades / espacialidades del aprendizaje y la educación inclusiva. Los resultados de esta etapa de la investigación señalaron que el caso de inclusión escolar de personas con discapacidad es emblemático cuando se trata de superar la hegemonía del tiempo / espacio lineal en el proceso de enseñanza-aprendizaje. La aproximación entre el diseño universal para el aprendizaje y la pedagogía de las estaciones señaló que existen tensiones conceptuales importantes en este proceso, especialmente con respecto a la paradoja inherente a las prácticas inclusivas: prestar atención a lo universal / particular o dar cuenta de la variabilidad de las estrategias sin perder de vista lo global. Tal problema surge, especialmente cuando el concepto del expert leaner se pone en perspectiva. Cabe señalar que la investigación es parte del proyecto regular A escola para todos, proceso nº 2017 / 20862-8, Fundación de Investigación de São Paulo (FAPESP).]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Aprendizagem narrativa]]></kwd>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Design universal para aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Educação Inclusiva]]></kwd>
<kwd lng="pt"><![CDATA[Pedagogia das Estações]]></kwd>
<kwd lng="en"><![CDATA[Narrative learning]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Universal design for learning]]></kwd>
<kwd lng="en"><![CDATA[Inclusive education]]></kwd>
<kwd lng="en"><![CDATA[Pedagogy of seasons]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje narrativa]]></kwd>
<kwd lng="es"><![CDATA[Currículo]]></kwd>
<kwd lng="es"><![CDATA[Diseño universal para aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Educación Inclusiva]]></kwd>
<kwd lng="es"><![CDATA[Pedagogía de las Estaciones]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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