This study seeks to investigate the possibilities of applying the Universal Design for Learning (UDL) guidelines in socio-interactionist contexts, exploring the points of convergence between these approaches. To achieve this purpose, a narrative bibliographic review and conceptual comparison were used based on the analysis of theoretical principles and pedagogical practices related to both perspectives, seeking to identify paths for an education that embraces diversity without losing sight of the importance of social interactions in cognitive and emotional development. It was evident that the integration of UDL and socio-interactionism enables pedagogical practices that contribute to school inclusion, ensuring an equitable and transformative education. While UDL offers the means to adapt teaching to individual needs, socio-interactionism ensures that learning is a collective and interactive process, constructed through interactions between teachers, students and the social context.