O Design Universal Para Apprendizagem e a Pedagogia das Estacoes: As Multiplas Temporalidades / Espacialidades do Aprender nas Escolas.

This article explores school inclusion processes, with a view to problematizing the learning hegemonies of time and space in educational institutions. It presents partial results of the research project; 'A Escola Para Todos' (The School for All) and responds to the question: How can Universal Design for Learning (UDL), which is somewhat similar to the 'pedagogy of the seasons,' qualify inclusive experiences in schools? By providing an integrative review of the salient features of UDL and pedagogy of the seasons, the paper questions the hegemony of time-space teaching and learning in schools by drawing on narrative theory. Methodologically, this part of the research provides an integrated reflection on critical conceptual attributes incorporating; UDL, the temporalities and spatialities of learning, and concepts of inclusive education. The results of this stage of the research show that it is necessary to overcome the hegemony of time and linear space in learning and teaching processes in order to arrive at school inclusion. Despite similarities between UDL and 'pedagogy of the seasons' tensions remain between these approaches. Not least as reflected in the overcoming of paradoxes such as the necessity to address universal requirements while also tending to particular learner requirements, or equally, while recognizing the variability of strategies without losing sight of more global pedagogical approaches. This challenge is accentuated when the UDL concept of 'expert learners' is further interrogated