Formação de professores e inclusão escolar: em foco as habilidades sociais educativas e o desenho universal para aprendizagem

Abstract

This study aimed to analyze the conceptions of Elementary School I teachers about their training needs in the context of Inclusive Education, as well as to develop a proposal for continuing education considering the contributions of Universal Design for Learning (UDL) and Educational Social Skills (ESS) to promote more inclusive pedagogical practices. To this end, a qualitative approach was adopted, based on intervention research, with the participation of 11 teachers from a public school in the city of Patos - PB. Data collection involved semi-structured interviews, the results of which were analyzed based on the Content Analysis technique, as proposed by Bardin (2016). The methodological approach included identifying the teachers' training needs, conducting pedagogical workshops and creating an educational product in the form of a Pedagogical Primer, which integrates the principles of UDL and ESS as strategies for building more accessible and inclusive educational environments. The development of the booklet was guided by the theoretical foundations of UDL, which includes multiple forms of representation, expression and engagement, in addition to HSE, which encompass skills such as assertive communication, conflict resolution, empathy and cooperation (Del Prette; Del Prette, 2011). The theoretical basis of the study was also enriched by Vygotsky's (1991) contributions on the mediation and development of higher psychological functions, which highlight the importance of social interactions for the construction of knowledge. The main results indicated that teachers value continuing education as a strategy to overcome the challenges of school inclusion, highlighting the importance of developing interpersonal skills and pedagogical abilities that allow for the creation of more welcoming and equitable learning environments. The pedagogical workshops were identified as significant moments for reflection and exchange of experiences, promoting a redefinition of teaching practices and strengthening teachers' confidence to work in inclusive contexts. In addition, the pedagogical booklet was evaluated as a practical and accessible tool to guide teachers in the application of the concepts of UDL and HSE in their pedagogical practices. It is concluded that the integration of DUA and HSE can represent a significant advance in the continuing education of teachers, promoting a more inclusive education that is sensitive to the diversity present in classrooms.