Análise das práticas de um professor de física do ensino médio segundo princípios do desenho universal para aprendizagem

Abstract

This research aims to analyze evaluative practices and activities in the teaching of Physics with a look from the principles of Universal Learning Design. The theoretical discussion dialogued with authors referring to the use of UDL for learning such as Prais (2017), Santos (2019) and Costa-Renders, Sous and Bresciani (2022), in addition to theoretical references in evaluation in inclusive education Sá (2018), Neves (2018) and in the teaching of Physics and its challenges Silva et al. (2020), Stival (2023) and Oliveira et al. (2020). Data collection was carried out through semi-structured interviews and analysis of activities of a high school class from a public school in the Agreste region of Pernambuco, created in a virtual classroom for the teacher's monitoring. It was possible to perceive that the proposed activities are close to the universal design of learning and this is positive for the students, as the UDL transforms the classroom into a more equitable, motivating and effective environment to promote the development of the classroom.