DIDACTICS OF INITIAL READING AND WRITING AND THE CHALLENGE OF INDIVIDUAL DIFFERENCES: LOOKING AT CURRICULUM DIFFERENTIATION, DIVERSIFIED ACTIVITIES AND UNIVERSAL DESIGN FOR LEARNING

PERSPECTIVANDO A DIFERENCIAÇÃO CURRICULAR, AS ATIVIDADES DIVERSIFICADAS E O DESENHO UNIVERSAL PARA A APRENDIZAGEM

Abstract

The article aims to contribute to the analysis of how the didactics of initial reading and writing has historically changed in response to the challenge of providing educational responses to individual differences in the classroom, taking the state of Rio Grande do Sul as a reference. The article presents how the perspective of curriculum differentiation has historically manifested in school practices arising from the ABC Tests and the teaching of psychogenetic levels of writing throughout the 20th century. The article then discusses the interfaces produced in the 21st century between the proposition of diversified activities, arising from the “didactics of psychogenetic levels of writing”, and active methodologies. Finally, it argues in favor of the potential of the universal design for learning (UDL) perspective in the field of didactics of initial reading and writing in promoting curricular justice.