This research was developed within the scope of the Postgraduate Program in Inclusive Education (PROFEI) at the Federal University of Rondônia, Ji-Paraná Campus (UNIR), and is part of Research Line III - Practices and formative processes of educators for inclusive education. The inclusion of students with Autism Spectrum Disorder (ASD) is one of the challenges for teachers in Basic Education, especially in High School, where the presence of these students is recent. Among the factors cited by teachers and researchers, both the problem and the solution involve initial and continuing in-service training. In this context, the research raises the question: How can continuing in-service training, from the perspective of collaborative research, contribute to the development of inclusive pedagogical practices by high school teachers, aimed at students with ASD? Its objective is to analyze the development of training actions with high school teachers based on the needs experienced in the inclusion process of students with ASD. In this context, its theoretical and methodological basis is the assumptions of Ibiapina (2016), Magalhães (2000), both in collaborative research, Imbernón (2022) in teacher training, Mendes (2023) in innovative inclusive practices, Carneiro (2016) in continuing in-service training, and Bardin (2009) in content analysis. The method used is collaborative research and involved twenty-two high school teachers from the EEEFM Maria Arlete Toledo school in the city of Vilhena/RO. Through content analysis, using focus groups, recorded reflective sessions, a question guide, and collaborative work in the school environment, the results were organized into categories based on the four phases of data collection: awareness-raising - there was excellent engagement; assessment of training needs - these ranged from knowing students with autism to a lack of preparedness to work with them; development of a training program - there was effective participation and good results; final evaluation - the collaborators demonstrated satisfaction. And as expected, the ongoing in-service training provided new ways of thinking about inclusion and led teachers to discover or create accessible pedagogical practices aimed at improving the teaching and learning processes of students with ASD in high school.

This study focuses on pedagogical practices supported by the principles of Universal Design for Learning (UDL), with an emphasis on the development of lesson plans and their implementation in educational practice. The research problem guiding this work is: How do the principles of Universal Design for Learning (UDL) contribute to the development of lesson plans and to inclusive pedagogical practice in an early years elementary school classroom? The general objective is to analyze the development and implementation of lesson plans guided by UDL principles in pedagogical practice with an early elementary school class. The study adopts a developmental research methodology, as proposed by Matta, Silva, and Boaventura (2014). The data collection instruments included: (i) initial and final questionnaires; (ii) lesson plans; (iii) classroom observations; (iv) creation of lesson plans based on UDL principles; (v) evaluation forms for activities planned according to UDL; and (vi) reflective practice in the implementation of the developed lesson plans. Content analysis (Bardin, 2016) was used as the technique for data interpretation. Among the results obtained up to the point of the research, and based on the situational diagnosis, it was found that the class, composed of 30 students, presented learning needs related to literacy, attention and concentration difficulties, as well as delays in speech and language development. In addition, the teacher-researcher identified, through her planning and teaching practices, the need to shift toward more inclusive approaches, aiming to address the unique learning needs of each student while planning for the group as a whole. The literature review identified 48 studies that provide evidence of UDL application in elementary education, including: teacher training content; enhancement of teaching practices; development of inclusive lesson plans; promotion of school inclusion; scientific evidence validating the principles of UDL in inclusive educational practice; and case studies involving the development and use of accessible teaching resources. Based on the situational diagnosis and the evidence gathered in the literature review, the development of the educational product was guided by the analysis of the school curriculum and the need for pedagogical differentiation. The lesson plan is seen as a representation of the teacher’s understanding of students' needs, considering individual characteristics while planning for the collective, with the aim of increasing engagement, diversifying content presentation, and offering multiple means of action and expression. In the next phase, expert evaluation, the lesson plans will be analyzed and reviewed by educators with training and experience in the area. Subsequently, during the validation stage, the lesson plans that comprise the product will be implemented in a third-grade elementary classroom. After implementation, the revised plans, along with a narrative of the educational experience, will be compiled into an E-book (educational product). This research aims to demonstrate that by applying UDL principles in the development and implementation of lesson plans, it is possible to expand students’ access to the school curriculum and promote more inclusive and equitable learning opportunities.

Developed through the Professional Master's Program in Inclusive Education in a National Network (PROFEI), at the Federal University of Rondônia, Ji-Paraná Campus, this dissertation aims, in general, to analyze the contributions of a teacher training course in assisting teachers and aides of students with Autism Spectrum Disorder (ASD) in regular classrooms. The specific objectives are: a) to identify the educational profile of the teachers; b) to describe the teachers' knowledge regarding the theoretical, methodological, and pedagogical aspects involved in the schooling of students with ASD, before and after the course; c) to discuss the challenges faced by teachers and their main training needs to better serve students with ASD in regular classrooms; d) to develop a teacher training course focusing on ASD. e) reflect on the contributions of the training action in helping to overcome and/or minimize the challenges faced by teachers in supporting students with ASD. The investigation was anchored in theoretical frameworks on teacher training and the schooling of students with ASD, as well as empirical research on the topic conducted in recent years. The research, with a qualitative approach and an interventionist nature, was carried out in 2025 at a public school in the municipality of Rondolândia, Mato Grosso. Two teachers and a development assistant who worked with students with ASD in a third-grade elementary school class participated. The data collection instruments included an identification form, semi-structured interviews, participant observation, a case study sheet, a field notebook, and a training assessment instrument. Based on the training needs presented by the participants, a training program with a total duration of 16 hours was conducted, covering knowledge about ASD, restricted stimulus control, Mediated Learning Experience (MLE), and curriculum adaptations. In addition, an educational product in the form of a booklet was developed, using accessible language, containing guidance and educational content aimed at supporting students with ASD in school. The results of the investigation show that the participants had few training opportunities focused on special education and that the training allowed them to expand their knowledge about Autism Spectrum Disorder, reorganize the classroom environment and practices, as well as make some adaptations to academic activities for students with ASD.

The research is being developed in the Graduate Program in Inclusive Education in the National Network (PROFEI) at the Federal University of Rondonia (UNIR), Ji-Parana Campus. It is linked to research line 3, Practices and Processes Training Educators for Inclusive Education, which focuses on the study and proposal of training strategies that empower educators to act in an inclusive manner, with the goal of meeting the needs of students with disabilities, disorders, and/or high abilities/giftedness. The overall objective of the research is to develop a glossary of terminology related to the Human Body, aimed at the learning of autistic students, since students with Autism Spectrum Disorder (ASD) lack materials that support their communication practices. The methodological approach follows a qualitative approach and is characterized as descriptive-analytical and applied. Theoretically, the research is guided by the principles of Inclusive Education, Terminology, Terminography, Information and Communication Technologies, and Assistive Technology. Partial results demonstrate that terminographic material developed with the participation of Specialized Educational Services (SEA) teachers, as well as the intended audience, can make the work inclusive and fulfill its social and linguistic role more effectively. As its main contribution, the study suggests that actions such as these are essential to guarantee the rights of people with disabilities in the context of Inclusive Education. By promoting this inclusion, we strengthen not only the learning of students with disabilities but also understanding and empathy among all members of the school community.

This research was developed within the Graduate Program in Inclusive Education (PROFEI) at the Federal University of Rondônia (UNIR) and is part of Research Line III: Practices and Training Processes of Educators for Inclusive Education. The study focuses on the application of the principles of Universal Design for Learning (UDL) in the teaching of Organic Chemistry in the 3rd year of high school, considering the challenges faced by students due to the complexity of the content and the limitations of traditional approaches to teaching organic chemistry. The objective of the research is to analyze the development and implementation of a didactic sequence based on UDL principles for teaching Organic Chemistry in a 3rd-year high school class. This is an applied research study, with a qualitative approach, characterized as development research, according to Matta, Silva, and Boaventura (2014). The study was conducted at the Maria Arlete Toledo State Public School of Elementary and High Education, located in the municipality of Vilhena, Rondônia, with a 3rd-year high school class. The methodological procedures included situational diagnosis, literature review, development of the educational product, expert evaluation, and implementation of the didactic sequence. Data collection instruments included initial and final questionnaires, classroom observation recorded in a field diary, and document analysis. The data were analyzed using Content Analysis, according to Bardin (2016). The results showed that students presented difficulties related to scientific language, content comprehension, and the lack of diversified strategies, as well as only partial levels of motivation. After the implementation of the UDL-based didactic sequence, increased engagement, participation, and interaction among students were observed, along with improved understanding of the content. It is concluded that UDL contributes to the organization of accessible and inclusive pedagogical practices, promoting the participation of all students and fostering more meaningful learning in the teaching of Chemistry.

não se aplica