Inteligência artificial generativa como copiloto no desenho universal para a aprendizagem: automação da adaptação curricular na educação inclusiva

The daily routine of teachers regarding school inclusion is marked by significant challenges, especially amid the complexities of Middle School. This article discusses the role of Generative Artificial Intelligence (AI) not as a replacement, but as a co-pilot for teachers in implementing Universal Design for Learning (UDL). The objective is to present practical solutions for pedagogical overload, using AI to automate curricular adaptations that teachers often struggle to complete due to time constraints or a lack of tools. Through an analysis of teaching practices in Brazilian schools, the study demonstrates that this technology can be the key to removing pedagogical barriers and transforming planning into a more agile and accessible process. Ultimately, it is proposed that the conscious use of these digital tools offers the necessary support for teachers to effectively embrace diversity in the classroom, ensuring every student's right to learn.