Ensino de física na perspectiva do desenho universal para aprendizagem: uma análise das concepções sobre inclusão dos professores de física do IFRN

Abstract

Physics education, historically characterized by expository teaching methods and an emphasis on problem solving, continues to face challenges in promoting accessible and high-quality learning for all students, particularly those with disabilities. In light of the need to develop inclusive pedagogical practices and the relevance of Universal Design for Learning (UDL) as an approach capable of fostering accessible learning for all learners, this study aimed to analyze, through the lens of UDL principles, the inclusion strategies reported by high school Physics teachers at the Federal Institute of Rio Grande do Norte (IFRN) in their work with students with disabilities, as well as to identify the extent to which these strategies align with or diverge from this framework. This qualitative study was conducted in three stages: a literature review, the administration of online questionnaires, and data analysis. Data were collected from IFRN Physics teachers who were actively teaching during the second academic semester of 2025. The results revealed that the conceptions and strategies adopted by teachers sometimes align with, and sometimes diverge from, the assumptions of inclusive education and the guiding principles of UDL, simultaneously highlighting challenges and potentialities for the implementation of inclusive pedagogical practices in Physics education. It is expected that the findings will contribute to a broader understanding of strategies that can promote a more accessible learning process for all students, as well as encourage the development of future research on the topic.