Banca de DEFESA: ALICE CRISTINA DA SILVA RODRIGUES

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : ALICE CRISTINA DA SILVA RODRIGUES
DATE: 01/07/2026
TIME: 18:30
LOCAL: UNIVERSIDADE FEDERAL DE RONDÔNIA - CAMPUS DE JI-PARANÁ (SALA VIRTUAL - GOOGLE MEET)
TITLE:

Chemistry for All: Application of Universal Design for Learning in the Teaching of Organic Chemistry in the 3rd Year of High School

KEY WORDS:

Inclusive Education; Universal Design for Learning; Chemistry Teaching; Organic Chemistry; Inclusion; Didactic Sequence.

PAGES: 163
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Tópicos Específicos de Educação
SPECIALTY: Educação Especial
SUMMARY:

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.

COMMITTEE MEMBERS:
Interna - 1309486 - JACQUELINE LIDIANE DE SOUZA PRAIS
Interno - 1713580 - EMERSON DA SILVA RIBEIRO
Externa à Instituição - MÁRCIA CAMILO FIGUEIREDO