Educação Unisinos 

Abstract: A filosofia de inclusao escolar pressupoe que nao so o acesso, mas a permanencia, participacao e a aprendizagem dos alunos publico-alvo da Educacao Especial sejam garantidas. Uma das propostas usuais tem sido a de prover adaptacoes ou flexibilizacoes no ensino, aplicadas exclusivamente para esses alunos. Todavia, tais praticas demandam trabalho duplo, tanto no planejamento quanto na execucao do ensino. E haveria uma forma melhor de ensinar em classes heterogeneas? O presente trabalho visou apresentar uma discussao teorica sobre a proposta do Desenho Universal para a Aprendizagem (DUA), a fim de adequar o ensino, com vistas a ampliar a participacao e a aprendizagem de todos e reduzir a necessidade de adequacoes personalizadas custosas que dificultam as praticas inclusivas do professor da classe comum. Espera-se que a reflexao apresentada seja apenas o despertar para uma discussao aprofundada entre profissionais da educacao comum e especial sobre praticas pedagogicas mais acessiveis na perspectiva da inclusao escolar.Palavras-chave: Educacao especial, desenho universal para a aprendizagem, inclusao escolar.

Abstract: Education is gaining an unusual importance at this time, when there is evidence that the teaching strategies used in the teaching-learning process are effi cient in the reorganization of the developing nervous system, producing new behaviors It is in this context that this study was conducted in order to elucidate the direct and indirect contributions of neuroscience to teacher training It is a bibliographic study on theoretical contributions by authors of the fi eld of neuroscience and teacher training, such as: Bartoszeck (2007), Rose (2006), Hardiman and Denckla (2009), Scorza et al (2005), Rato and Caldas (2010), Goswami (2006) and Noronha (2008), among others The methodology used was the hermeneutic dialogue as proposed by Gadamer (1997), as it is a comprehensive approach to relational knowledge At fi rst the article lists authors whose writings relate to neuroscience In a second step, it discusses authors who have dealt with teacher training Finally it brings these writings together with the purpose of linking the insights from neuroscientifi c research and treating them as contributions to the area of teacher training On the basis of this study, some conclusions are presented: learning is a result of neuroplasticity, the human brain does not fi nish its development, but restructures, reorganizes itself constantly, and new ideas about cognition and development may provide new directions for education Keywords: neuroscience, learning, education, teacher training