Contribuições do Desenho Universal para Aprendizagem no planejamento docente com abordagem em Geometria na perspectiva inclusiva

This research seeks to emphasize the contributions of Universal Design for Learning (UDL) in the teaching of Geometry from an inclusive perspective. To achieve this, a qualitative approach was adopted, involving pedagogical intervention with 28 students, aged between 7 and 10 years, from the 3rd grade of Elementary School I in a municipal school in <<OCULTADO>>, Brasil. Over the course of 19 sessions, 16 activities related to Geometry were implemented. In the analysis, we considered the dialogues and observations perceived during interactions with the students, the aspects of UDL incorporated into the planning by the teacher-researcher, and considerations regarding Inclusive Mathematics Education. Thus, it is possible to indicate that UDL promotes inclusive education by fostering accessibility, interaction, and understanding of mathematical/geometric concepts, providing a solid foundation for the promotion of inclusion in Mathematics Education.