What is Pedagogy of Seasons

The topic discussed in this chapter is teacher professional development committed to inclusive education. The text presents partial results of a research on the application of the principles of universal design for learning in school inclusion processes in Brazilian schools. It aims to present and reflect on the reports of the participating teachers about the challenges and possibilities of building inclusive education based on UDL. On the one hand, the challenges consist of difficulties in designing activities to include all students considering the class heterogeneity, the institutional bureaucratization that compromises the time to plan teaching, and the scarce means to overcome such difficulties. On the other hand, advances demand the democratic management of school, the ethical leap arising from inclusive education, and the epistemological supports of universal design for learning and pedagogy of seasons. The results of the introduction of UDL are promising and show improvements, but structures and skills need a more permanent pedagogical companionship.