<?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>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[e-Curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762023000100312</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2023v21e55830</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Universalização Não Excludente e Individualização Inclusiva: Debates Curriculares em Torno do DUA e do PEI para a Inclusão Escolar]]></article-title>
<article-title xml:lang="en"><![CDATA[Non Excludent Universalization and Inclusive Individualization: Curricular Debates Regarding DUA and PEI for Scholar Inclusion]]></article-title>
<article-title xml:lang="es"><![CDATA[Universalización no Excluyente e Individualización Inclusiva: Discusiones Curriculares Alrededor de DUA y de PEI para la Inclusión Escolar]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SILVA]]></surname>
<given-names><![CDATA[Andrialex William da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MAGALHÃES]]></surname>
<given-names><![CDATA[Rita de Cássia Barbosa Paiva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SANTOS]]></surname>
<given-names><![CDATA[Rogério Alves dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[GUEUDEVILLE]]></surname>
<given-names><![CDATA[Rosane Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande do Norte  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande do Norte  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Rio Grande do Norte  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Federal do Rio Grande do Norte  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>21</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762023000100312&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762023000100312&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762023000100312&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O texto objetiva refletir sobre como o Desenho Universal para a Aprendizagem (DUA) e o Plano Educacional Individualizado (PEI) se relacionam com a promoção da inclusão escolar dos estudantes público-alvo da Educação Especial. O DUA propõe um modelo de ensino que visa diminuir as barreiras metodológicas a partir de um currículo acessível para todos os alunos, uma vez que proporciona modos múltiplos de apresentação, de execução e de engajamento. O PEI, por outro lado, pensa em estratégias específicas de ensino para alunos que demandem adaptações no currículo. Consideramos que a prática pedagógica inclusiva, de fato, busca a promoção de propostas que atendam todo o alunado. Entretanto, em casos específicos, é necessária a individualização do ensino para o processo de inclusão. Assim, compreendemos que DUA e PEI são propostas curriculares complementares no desenvolvimento da inclusão escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The text aims to reflect on how the Desenho Universal para a aprendizagem (DUA) (Universal Design for Learning) and the Plano Educacional Individualizado (PEI) (Individualized Educational Plan) are related in promoting the school inclusion of students who are the target audience of Special Education. The DUA proposes a teaching model that aims to reduce methodological barriers, based on a curriculum accessible to all students, since it offers multiple methods of presentation, execution and engagement. PEI, on the other hand, thinks about specific teaching requirements for students who need curriculum adaptations. We believe that inclusive pedagogical practice, in fact, seeks to promote a proposal that works for all students. However, in specific cases, it is necessary to individualize teaching for the inclusion process. Thus, we understand that DUA and PEI are complementary curricular proposals in the development of school inclusion.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo del texto es reflexionar sobre como el Desenho Universal para a aprendizagem (DUA) (Diseño Universal para el aprendizaje) y el Plano Educacional Individualizado (PEI) (Plan educativo individualizado) están relacionados con promocionar la inclusión educativa de los estudiantes que son el público objetivo de la Educación Especial. El DUA propone un arquetipo de enseñanza que tiene como objetivo reducir las barreras metodológicas, a partir de un plan de estudios accesibles para todos los alumnos, ya que proporciona múltiples modos de presentación, de ejecución y de compromiso. El PEI, por otro lado, piensa en estrategias precisas de enseñanza para los alumnos que necesitan de adaptaciones en el plan de estudios. Tomamos en cuenta que la práctia pedagógica inclusiva, de hecho, busca la promoción de una propuesta que sirva para todos los estudiantes. Sin embargo, en casos específicos, se hace necesario la individualización de la enseñanza para el proceso de inclusión. De esta forma, comprendemos que DUA y PEI son propuestas curriculares complementares en el desarrollo de la inclusión educativa.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[inclusão escolar]]></kwd>
<kwd lng="pt"><![CDATA[currículo]]></kwd>
<kwd lng="pt"><![CDATA[desenho universal para a aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[plano educacional individualizado]]></kwd>
<kwd lng="pt"><![CDATA[prática pedagógica inclusiva]]></kwd>
<kwd lng="en"><![CDATA[scholar inclusion]]></kwd>
<kwd lng="en"><![CDATA[curriculum]]></kwd>
<kwd lng="en"><![CDATA[universal design for learning]]></kwd>
<kwd lng="en"><![CDATA[individualized educational plan]]></kwd>
<kwd lng="en"><![CDATA[inclusive pedagogical practice]]></kwd>
<kwd lng="es"><![CDATA[inclusión escolar]]></kwd>
<kwd lng="es"><![CDATA[currículo]]></kwd>
<kwd lng="es"><![CDATA[diseño universal para el aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[plan educativo individualizado]]></kwd>
<kwd lng="es"><![CDATA[práctica pedagógica inclusiva]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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