ABSTRACT
This chapter aims to creatively discuss the interplay between Universal Design for Learning along with notions of ‘temporalities of learning’. The conceptual foundation is based on an innovative notion entitled ‘Pedagogy of Seasons’ that encourages educationalists to foster the creative emergence of flexible times and spaces for jointly constructing knowledge with students. This approach considers different perceptions of the world, especially from the perspective of students with disabilities, and the chapter confronts HEI practices operating within a ‘monoculture of linear time’. The text highlights the relevance of a cyclical curriculum organized in stations of knowledge allowing for consideration of simultaneous plurality. It encourages academic community reflections to foster ever increasing practices of inclusion and belonging. Whilst reflective of inclusive praxis within Brazil, core concepts are shared because of their potential to transform the student experience.
