Remote teaching and inclusive education: approximations with Universal Design for Learning

Abstract

This article results from the approximation between two researches in the area of education: a scientific initiation research with promotion of FAPESP and a master’s survey at PPGE/USCS. Both were based on the paradigm of inclusion and the principles of the Universal Design for Learning and were carried out in the context of the closure of schools due to the COVID-19 pandemic between 2020 and 2021. The objective was to promote an interface between UDL principles and the curriculum approach in emergency remote teaching. It was empirical investigations that combined narrative research and development research and as instrument were held wheels of conversations with teachers working in the great ABC Paulista. Among the results, stands out the fact that remote teaching places light on the great social and educational inequality in Brazil, evidenced, for example, by the development of asynchronous remote teaching in printed material, something contradictory in a digital society. In addition to this need to remove digital barriers, in remote teaching it was necessary to extend the degree of influence of the learner in the teaching process and the UDL supported teachers, as it minimizes the need for curricular adaptation.