O desenho universal para a aprendizagem na formação de professores: da investigação às práticas inclusivas
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Tipo
Artigo
Classficação
Nível teórico
Data
2021
Título do Períodico
Educação e Pesquisa
ISSN
1678-4715
Página(s)/e-location
e233730
Idioma(s)
pt
Fonte
Fonte
São Paulo
47
47
Coleções
Resumo
As práticas pedagógicas realizadas na escolarização de estudantes público-alvo da Educação Especial em classes comuns são pensadas por meio de adaptações individualizadas do currículo e de flexibilizações. O Desenho Universal para a Aprendizagem (DUA), por outro lado, permite a criação de meios de acessibilidade ao ensino para um aprendizado sem barreiras. Assim, este estudo consistiu em investigar se um programa de formação de professores baseado nessa temática resultaria em práticas que alcançassem maior participação e aprendizagem do estudante público-alvo da Educação Especial na classe comum. Como metodologia, optou-se pela pesquisa colaborativa para produzir conhecimento e prover formação docente. Participaram do estudo dez professores da educação básica e sete estudantes de licenciaturas. O programa resultou em onze encontros, envolvendo várias ferramentas formativas, como casos de ensino fictícios e reais, roteiros de discussão dos casos e elaboração de planos de aula baseados no DUA. Os dados coletados foram organizados, sintetizados e apresentados de maneira a ilustrar os resultados do programa formativo, baseados em três casos, selecionados pelas professoras em exercício e em função da dificuldade que tinham de promover a participação e aprendizagem de determinado estudante. As aulas foram elaboradas coletivamente, implementadas pelas professoras e registradas em diário de campo. Os resultados apontaram elementos convergentes e divergentes entre os achados desta investigação e os estudos teóricos sobre a temática. Concluiu-se que as estratégias formativas pautadas nos pressupostos do DUA e da colaboração demonstraram-se como ferramentas potencializadoras no desenvolvimento de ações docentes condizentes com a diversidade, bem como na formação inicial e continuada dos participantes.
The pedagogical practices carried out in the schooling of students who are the target audience of Special Education in regular classes are designed through individualized adaptations of the curriculum and flexibility. The Universal Design for Learning (UDL), however, allows for the creation of accessible means of teaching for barrier-free learning. Thus, this study consisted of investigating whether a teacher training program based on this theme would result in practices that achieve greater participation and learning of the target public student of Special Education in the regular class. As a methodology, the collaborative research was chosen to produce knowledge and provide teacher training. Ten basic education teachers and seven teaching undergraduate students participated in the study. The program resulted in eleven meetings, involving various training tools, such as fictional and real teaching cases, case discussion scripts and preparation of lesson plans based on the UDL. The collected data were organized, synthesized and presented in order to illustrate the results of the training program, based on three cases, selected by the in-service teachers and due to the difficulty they had to promote the participation and learning of a particular student. The classes were collectively designed, implemented by the teachers and recorded in a field diary. The results pointed to convergent and divergent elements between the findings of this investigation and theoretical studies on the subject. It was concluded that the training strategies based on the assumptions of the UDL and collaboration proved to be potentiating tools in the development of teaching actions consistent with diversity, as well as in the initial and continuing education of the participants.
The pedagogical practices carried out in the schooling of students who are the target audience of Special Education in regular classes are designed through individualized adaptations of the curriculum and flexibility. The Universal Design for Learning (UDL), however, allows for the creation of accessible means of teaching for barrier-free learning. Thus, this study consisted of investigating whether a teacher training program based on this theme would result in practices that achieve greater participation and learning of the target public student of Special Education in the regular class. As a methodology, the collaborative research was chosen to produce knowledge and provide teacher training. Ten basic education teachers and seven teaching undergraduate students participated in the study. The program resulted in eleven meetings, involving various training tools, such as fictional and real teaching cases, case discussion scripts and preparation of lesson plans based on the UDL. The collected data were organized, synthesized and presented in order to illustrate the results of the training program, based on three cases, selected by the in-service teachers and due to the difficulty they had to promote the participation and learning of a particular student. The classes were collectively designed, implemented by the teachers and recorded in a field diary. The results pointed to convergent and divergent elements between the findings of this investigation and theoretical studies on the subject. It was concluded that the training strategies based on the assumptions of the UDL and collaboration proved to be potentiating tools in the development of teaching actions consistent with diversity, as well as in the initial and continuing education of the participants.
Descrição
Palavras-chave
Educação especial, Desenho universal para a aprendizagem, Inclusão escolar, Formação de professores, Pesquisa colaborativa, Special education, Universal design for learning, School inclusion, Teacher training, Collaborative research
Citação
ZERBATO, Ana Paula; MENDES, Enicéia Gonçalves. O desenho universal para a aprendizagem na formação de professores: da investigação às práticas inclusivas. Educação e Pesquisa, São Paulo, v. 47, p. e233730. 2021. https://doi.org/10.1590/S1678-4634202147233730. Disponível em: https://www.scielo.br/j/ep/a/XrThMT5Hhn6D9CSqcn3HHSM/?format=html&lang=pt. Acesso em: 2023-03-10