Pedagogical Design and Inclusive Education: pathways toward equitable teaching practices

Abstract

Inclusive education has been recognized as an essential commitment for educational systems in the context of 21st-century schooling. However, recent reports from multilateral agencies reveal a concerning lack of confidence among teachers regarding their ability to deliver inclusive instruction. Among the various factors contributing to this negative self-perception, the fragility of didactic resources stands out, particularly in terms of accessibility and usability for all students. This paper presents the findings of a study centered on teacher professional development from the perspective of inclusive education. The aim was to foster reflective practice among participating teachers concerning the inclusive dimension of their teaching, based on the principles of Universal Design for Learning (UDL) and the metaphor of the Pedagogy of the Seasons. Methodologically, this process required the integration of narrative inquiry with development research, following the principles of Design-Based Research. The results highlight the intersection between pedagogical design and the consolidation of inclusive teaching practices. On one hand, there is consensus that insufficient time for planning hinders the implementation of new practices aimed at strengthening inclusive education within school settings. On the other hand, in-service training, along with the resulting technical-pedagogical proposals, underscores the relevance of pedagogical design in achieving equitable teaching. This study was supported by the National Council for Scientific and Technological Development (CNPq), Brazil, under Grant No. 403986/2025-7.