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

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).