Recontando traços históricos numa perspectiva acessível: o Desenho Universal para Aprendizagem – DUA cartografando a história de Pocinhos, PB

Abstract

In light of the lack of didactic resources concerning the history of the city of Pocinhos (PB), and considering students in special education as well as other participants in the study-guided by the principles of Universal Design for Learning (UDL)-this research aims to develop accessible instructional material, from a UDL perspective, that presents the history of the municipality of Pocinhos, in the state of Paraíba, Brazil. The research was conducted in a public educational institution in Pocinhos, here referred to as CMPG. The study involved five students from regular education, five students receiving Specialized Educational Assistance (SEA), five history teachers, and two local historians. The adopted methodology was qualitative in nature, specifically a field study, and included a comprehensive literature review. For data collection, structured interviews and questionnaires-comprising both open-ended and multiple-choice questions-were utilized, in addition to a field diary for documenting experiences during the data gathering process. Data analysis followed an interpretative qualitative approach. The theoretical framework is grounded in national legal guidelines for special education, the historical development of public policies aimed at individuals receiving SEA, and a discussion of the societal positioning and voice of individuals with disabilities over time. The study highlighted the significance of UDL as a pathway to promoting access to information and high-quality learning-both of which are essential features of inclusive education. It also underscored that implementing UDL from the planning phase through to classroom practices can benefit all students, with or without disabilities.