Propostas de Ensino de Física na Educação básica e o Desenho Universal para Aprendizagem

Abstract

This research investigates Physics education in Basic Education from the perspective of Universal Design for Learning (UDL), aiming to structure pedagogical proposals that foster more inclusive education. Based on a qualitative and bibliographic approach, the study examines scientific literature on UDL and its applicability to Physics teaching, considering the diversity present in classrooms. The results reveal that, although Physics is traditionally seen as a subject of difficult understanding, it can be redefined through innovative, contextualized, and accessible pedagogical practices. The research indicates that applying UDL to Physics education helps eliminate learning barriers by promoting methodologies that address different learning styles and paces, while also enhancing student motivation and engagement. The inclusion of visual resources, hands-on activities, digital technologies, and active methodologies—such as project-based learning and gamification—proved effective in making teaching more meaningful. The proposals developed in this work value students' experiences, autonomy, and their ability to critically reflect on the world, contributing to the overcoming of the traditional and banking model of education, as proposed by Paulo Freire. The analysis showed that the structural and methodological challenges of Physics teaching can be addressed through practices that respect diversity, promote equity, and support the construction of a more democratic educational environment. It is concluded that the implementation of UDL in Physics teaching represents a significant advancement in the pursuit of truly inclusive education, focused on the student, accessibility, and the appreciation of differences, contributing to both teacher development and effective student learning.