Banca de DEFESA: VANESSA FERREIRA FRANCO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : VANESSA FERREIRA FRANCO
DATE: 10/02/2026
TIME: 13:30
LOCAL: UNIVERSIDADE FEDERAL DE RONDÔNIA - CAMPUS DE JI-PARANÁ (SALA VIRTUAL - GOOGLE MEET)
TITLE:

From the Lesson Plan to Pedagogical Practices Supported by the Principles of Universal Design for Learning (UDL) in the Early Years of Elementary Education

KEY WORDS:

Inclusive Education; Teacher Education; Lesson Planning; Inclusive Curriculum; Universal Design for Learning.

PAGES: 268
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SUMMARY:

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.

COMMITTEE MEMBERS:
Interna - 2280702 - MARLENE RODRIGUES
Interna - 2583970 - MARCIA ROSA ULIANA
Externa à Instituição - ELIZABETE CRISTINA COSTA-RENDERS