University of Worcester Worcester Research and Publications

O Design Universal Para Apprendizagem e a Pedagogia das Estacoes: As Multiplas Temporalidades / Espacialidades do Aprender nas Escolas.

Costa Renders, E., Bracken, Seán ORCID: and Moco Aparicio, A.S. (2020) O Design Universal Para Apprendizagem e a Pedagogia das Estacoes: As Multiplas Temporalidades / Espacialidades do Aprender nas Escolas. Educação em Revista. ISSN 1982-6621 (In Press)

[img] Text (Translation into English of the original article in Portugese)
Translation ECR SB (3).pdf - Other
Restricted to Repository staff only
Available under License Creative Commons Attribution.

Download (714kB) | Request a copy


This article explores school inclusion processes, with a view to problematizing the learning hegemonies of time and space in educational institutions. It presents partial results of the research project; 'A Escola Para Todos' (The School for All) and responds to the question: How can Universal Design for Learning (UDL), which is somewhat similar to the 'pedagogy of the seasons,' qualify inclusive experiences in schools? By providing an integrative review of the salient features of UDL and pedagogy of the seasons, the paper questions the hegemony of time-space teaching and learning in schools by drawing on narrative theory. Methodologically, this part of the research provides an integrated reflection on critical conceptual attributes incorporating; UDL, the temporalities and spatialities of learning, and concepts of inclusive education. The results of this stage of the research show that it is necessary to overcome the hegemony of time and linear space in learning and teaching processes in order to arrive at school inclusion. Despite similarities between UDL and 'pedagogy of the seasons' tensions remain between these approaches. Not least as reflected in the overcoming of paradoxes such as the necessity to address universal requirements while also tending to particular learner requirements, or equally, while recognizing the variability of strategies without losing sight of more global pedagogical approaches. This challenge is accentuated when the UDL concept of 'expert learners' is further interrogated.

Item Type: Article
Additional Information:

This is a translation into English of the original article in Portugese.

Uncontrolled Discrete Keywords: universal design, pedagogy of the seasons, inclusion, disability, narrative learning, curriculum, inclusive education, pedagogy of the seasons
Subjects: L Education > L Education (General)
Divisions: College of Arts, Humanities and Education > School of Education
Related URLs:
Copyright Info: Open Access journal
Depositing User: Sean Bracken
Date Deposited: 28 May 2020 10:27
Last Modified: 10 Aug 2020 10:38

Actions (login required)

View Item View Item
Worcester Research and Publications is powered by EPrints 3 which is developed by the School of Electronics and Computer Science at the University of Southampton. More information and software credits.