UNIVERSAL DESIGN FOR LEARNING AND POPULAR CULTURE IN EDUCATIONAL PRACTICES WITH BOI DE MAMÃO

Abstract

This study presents the results of a research and extension project developed in three public elementary schools in the early years of schooling in the municipality of Paranaguá, Paraná, Brazil. The project articulated the principles of Universal Design for Learning (UDL) with the appreciation of popular culture through storytelling and the traditional game Boi de Mamão. The methodology included diagnostic visits, collaborative planning, dramatized storytelling, interaction with local cultural elements, and the creation of characters using diverse materials, culminating in an itinerant exhibition. The results indicate high levels of student engagement, multiple forms of participation, and expanded possibilities for expression, particularly among students in inclusive education contexts, who found accessible ways to engage in the proposed activities. Popular culture proved to be a meaningful pedagogical resource for strengthening identity and fostering a sense of belonging. In addition, the project contributed to strengthening the relationship between higher education and basic education by bridging theory and teaching practice. It is concluded that pedagogical practices planned according to UDL principles promote more inclusive, accessible, and diversity-sensitive educational processes.