This article develops a critical approach to the didactic methodological approach that underlies the Universal Desing for learning that emerged from the field of clinical neuroscience in the United States of America. For this, the universal category confronted with the idea of ​​local territory mediated by learning is conceptually discussed. The DUA starts from the premise that the entire student population is capable of learning when diversity in the classroom is taken into account, after the construction of a flexible curriculum in its pedagogical mediation so that the mission of inclusion is really achieved. However, in centralized educational systems such as the Chilean case, there are not only risks of viability, but also, of assuming exogenous models with colonial subtleties not visible from a merely technical and instrumental analysis.