https://esabere.com/index.php/efacere <p>ETS FACERE - Technology and Knowledge Magazine (EFACERE) is a digital and official publication magazine of Educare et Sabere - Educational Modifiability. Available in open access, it circulates in academic and scientific circles, with a national and international audience, in Portuguese, Spanish and English. The journal has semiannual issues, but adopts the continuous flow of submissions and publications of original and unpublished articles, also accepting texts such as essays and research or experience reports, resulting from research that addresses interdisciplinary and multidisciplinary themes with a focus on technology, techniques and methods in the most varied fields of science, among other possibilities and theoretical-methodological approaches. ETS FACERE - Magazine of Technology and Knowledge (EFACERE) aims to: expand the circulation of knowledge, in a plural and multicultural perspective, in theoretical and methodological terms.</p> EDUCARE ET SABERE - MODIFICABILIDADE EDUCACIONAL pt-BR ETS FACERE - Revista de Tecnologia e Conhecimento 2965-4343 https://esabere.com/index.php/efacere/article/view/168 <p><span style="font-weight: 400;">Universal Design for Learning (UDL) has been widely promoted as an innovative and inclusive model for pedagogical planning, based on principles of accessibility, curricular flexibility, and respect for student diversity. However, its implementation in specific educational contexts, especially in Brazil, reveals important limitations. This article proposes a critical analysis of UDL, based on a theoretical and documentary review, highlighting the tensions between its normative proposal of universality and the material, formative, and epistemological conditions that shape teaching practice in public schools. It is argued that, by adopting a conception of inclusion centered on universal guidelines, UDL runs the risk of standardizing practices and silencing local and cultural specificities. Furthermore, its frequent association with technological solutions can contribute to the devaluation of the relational, ethical, and creative role of the educator. The criticism presented also points to the strategic use of UDL in discourses of educational innovation, without due investment in infrastructure, continuing education, and collective participation. It is concluded that, although UDL has transformative potential, its uncritical appropriation can reduce inclusion to a technical protocol, disconnected from the political and pedagogical commitments that support a truly emancipatory education. It is therefore necessary to challenge its epistemological bases and demand a situated, dialogic approach that is committed to the multiple voices that make up the school routine.</span></p> Thiago Phelippe Abbeg Valter Andre Jonathan Osvaldo Abbeg Copyright (c) 2024 Thiago Phelippe Abbeg, Valter Andre Jonathan Osvaldo Abbeg https://creativecommons.org/licenses/by-nc-nd/4.0 2024-12-10 2024-12-10 2 3 01 13 10.5281/zenodo.15121847