UNIVERSAL DESIGN FOR LEARNING AND PEDAGOGY OF SEASONS: THE MULTIPLE TEMPORALITIES / SPACES OF LEARNING IN SCHOOLS

Authors

  • ELIZABETE CRISTINA COSTA-RENDERS Universidade Municipal de São Caetano do Sul - USCS. São Caetano do Sul, SP, Brasil.
  • SEAN BRACKEN Worcester University. Worcester, Inglaterra
  • ANA SILVIA MOÇO APARÍCIO Universidade Municipal de São Caetano do Sul - USCS. São Caetano do Sul, SP, Brasil

Keywords:

Narrative learning, Curriculum, Universal design for learning, Inclusive education, Pedagogy of seasons

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).

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Published

2020-10-30

How to Cite

COSTA-RENDERS, E. C. ., BRACKEN, S. ., & MOÇO APARÍCIO, A. S. . (2020). UNIVERSAL DESIGN FOR LEARNING AND PEDAGOGY OF SEASONS: THE MULTIPLE TEMPORALITIES / SPACES OF LEARNING IN SCHOOLS. Educação Em Revista, 36(1). Retrieved from https://periodicos.ufmg.br/index.php/edrevista/article/view/38072

Issue

Vol. 36 No. 1 (2020): v.36 (2020)

Section

Artigos

License

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