Planejamento pedagógico para estudantes com TDAH: abordagem CCS e os princípios do DUA

Abstract

This research, linked to the Postgraduate Program in Education (PPGE) at the University of Western São Paulo (Unoeste), in Research Line 1: Public Policies in Education, Formative Processes and Diversity, aimed to develop and identify pedagogical planning proposals to favor the teaching and learning process of students with Attention Deficit Hyperactivity Disorder (ADHD), based on the Constructionist, Contextualized and Meaningful (CCS) Approach and aligned with the principles of Universal Design for Learning (UDL). The research carried out is qualitative, with a theoretical-propositive approach, focused on the development of lesson plans based on the researcher's experiences and grounded in the principles of UDL and the CCS Approach. The theoretical results showed that the articulation between UDL and the CCS approach favors the planning of more flexible, accessible and student-centered pedagogical practices, expanding possibilities for engagement, representation and expression, for the learning and development of students. The practical proposals developed indicate that strategies such as the use of diverse teaching resources, flexible groupings, guided choices, and visual, tactile, and technological resources can promote the autonomy, attention, and participation of students with and without ADHD. Interdisciplinary work on the theme of "Family" also demonstrated potential to expand accessibility and learning construction possibilities. The lesson plans produced were submitted to technical-pedagogical evaluation, receiving contributions related to the clarity, adequacy, and coherence of the proposals. Furthermore, the analysis of the UDL (Universal Design for Learning) verification points highlighted its relevance as a tool to support pedagogical planning and evaluation. It is concluded that the articulation between UDL and the CCS (Common Core Curriculum) approach can contribute to strengthening inclusive pedagogical planning and to the construction of more flexible curricula, favoring the right of all students to learning, participation, and full development.