<?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>S1983-17302019000300805</article-id>
<article-id pub-id-type="doi">10.14393/er-v26n3a2019-9</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Desenho Universal para a Aprendizagem aplicado à promoção da educação inclusiva: uma revisão sistemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Universal Design for Learning applied to the promotion of inclusive education: a systematic review]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vitaliano]]></surname>
<given-names><![CDATA[Célia Regina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<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[Santos]]></surname>
<given-names><![CDATA[Katiane Pereira dos]]></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[ Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Londrina  ]]></institution>
<addr-line><![CDATA[ Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual de Londrina  ]]></institution>
<addr-line><![CDATA[ Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2019</year>
</pub-date>
<volume>26</volume>
<numero>3</numero>
<fpage>805</fpage>
<lpage>827</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-17302019000300805&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-17302019000300805&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-17302019000300805&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo tem o objetivo de analisar a aplicação do Desenho Universal para a Aprendizagem (DUA) na promoção da educação inclusiva em produções científicas brasileiras. Para tanto, adotou como encaminhamento metodológico as etapas da revisão sistemática para uma busca em diversos sites científicos que resultaram na identificação de 24 estudos sobre o tema. A leitura exaustiva das obras analisadas permitiu a organização dos dados de análise em cinco categorias: 1) elaboração de material didático, 2) formação docente inicial e/ou continuada, 3) planejamento de ensino, 4) articulação com outro conceito e 5) prática pedagógica. As análises desenvolvidas evidenciaram a natureza das produções científicas que abordam a perspectiva do DUA no contexto da inclusão educacional. Além disso, os resultados forneceram subsídios teóricos e práticos para a compreensão das possibilidades de implementação do DUA para favorecer o aprimoramento da educação inclusiva nos diferentes níveis e modalidades de ensino.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The aim of this article was to analyze the application of the Universal Design for Learning (UDL) in the promotion of inclusive education through a systematic review of Brazilian scientific production. For this, it carried out a search in several scientific sites that resulted in the identification of 24 academic productions on the subject. The exhaustive reading of the analyzed works allowed the organization of the data of analysis in five categories: 1) preparation of didactic material, 2) initial and/or continuous teacher training, 3) education planning, 4) articulation with another concept and 5) pedagogical practice. The developed analyze evidenced the nature of the scientific productions that address the perspective of the UDL in the context of educational inclusion. Furthermore, the results provided theoretical and practical support for the understanding of the possibilities of implementation of the UDL to favor the improvement of inclusive education in the different levels and modalities of teaching.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Inclusão educacional]]></kwd>
<kwd lng="pt"><![CDATA[Prática pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[Desenho Universal para a Aprendizagem (DUA)]]></kwd>
<kwd lng="en"><![CDATA[Educational inclusion]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical practice]]></kwd>
<kwd lng="en"><![CDATA[Universal Design for Learning]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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