O ensino de circuito elétrico no contexto do desenho universal para aprendizagem

Abstract

This study aimed to develop a didactic sequence for teaching electric circuits, as well as to design a complementary pedagogical resource, with the purpose of contributing to the construction of a more accessible and meaningful learning process aligned with the principles of Universal Design for Learning (UDL). The research adopts a qualitative, theoretical-exploratory approach, based on a bibliographic and documentary review on inclusive education in Science teaching and on adaptations of didactic materials in Physics education, in light of UDL principles. The study describes the process of constructing an accessible electric circuit experiment, considering sensory, cognitive, and motor accessibility criteria, with the objective of promoting the participation and learning of all students. To this end, the proposal employs simple and easy-to-handle materials, incorporating visual, tactile, and auditory resources in order to make concepts related to electric circuits more understandable. Furthermore, the study presents methodological guidelines for Physics teachers interested in implementing inclusive practical activities in the classroom, considering UDL principles, especially multiple means of engagement, representation, and action and expression. It is concluded that the adoption of accessible didactic resources and inclusive pedagogical strategies contributes to a teaching practice that is more sensitive to differences and aligned with the guidelines of Inclusive Education.\\