Propuesta de un Diseño Universal de Aprendizaje, basado en el aprendizaje cooperativo, para atender la diversidad en la asignatura de Lengua y Literatura

Abstract

The purpose of this project is to propose a Universal Learning Design, based on cooperative learning as an inclusive didactic strategy for attention to diversity in the teaching-learning process of Language and Literature. Starting from the search for theoretical foundations, I am based on a social model of inclusive education, from a diversified curriculum where an interstructuring model is adopted with a constructivist pedagogical approach that is based on the contributions of Piaget, Vygotsky, Ausubel and Novak. The research has a mixed approach since a quantitative technique was used, however it will have a greater tendency to a qualitative approach, under the type of action research. In addition, the semi-structured interview, survey, document analysis, participant observation and triangulation were applied, which allowed to identify the barriers that hinder attention to diversity such as: no attention to diversity, ignorance of teachers, labeling, little use of strategies that allow the participation and learning of the diversity of the students, rigidity in the assessment, homogeneous class planning, little group work and the use of curricular adaptations. For this reason, a UDL was designed, based on cooperative learning to address the diversity of cognitive theoretical perspectives, social interdependence and behavioral theory. It is done through the development of six classes, emphasizing the blocks of literature, reading and writing; each class lasts one hour. For synchronous activities, Zoom, Google Meet, among others, will be used.