Desenho universal para aprendizagem: concepções e práticas pedagógicas de professoras dos anos iniciais
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Data
2024-06-10
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Universidade Federal de Catalão
Resumo
The research aimed to understand the approaches of inclusive pedagogical conceptions and practices to the principles of Universal Design for Learning (UDL), of regular and Special Education teachers who worked in the initial years of two school units in the municipal network in the interior of Goiás. The research objectives were: to identify the conceptions that early years teachers attribute to their inclusive pedagogical practices regarding the teaching and learning process of Public Special Education (PSE) students in the common room; describe and analyze these pedagogical practices developed by the participating teachers; and relate whether there is proximity or any relationship regarding the concept of the UDL. The research was developed in a qualitative approach with a descriptive typology anchored in the Historical- Cultural Theoretical approach (1896-1934). The data were produced based on the participation of eighteen teachers who worked as leading teachers and support teachers in the early years of elementary school. As data production instruments, field notes were used, interviews using a semi-structured script that were recorded and transcribed, as well as the questionnaire to identify the participants' profile. The data were organized into 239 (two hundred and thirty- nine) pre-indicators, organized into 28 (twenty-eight) indicators, which in turn constituted 6 (six) meaning cores, analyzed, following the perspective by Aguiar and Ozella (2006; 2013). From the teachers' narratives, it was evident that the conceptions revealed by elementary school teachers, regarding students with disabilities focused more on socialization, combined with the integration model, and in the PSE schooling process are correlated to the formative aspects of teachers and lack of resources. The descriptions and analyzes of the pedagogical practices developed that guarantee the participation of the PSE student, remained in the traditional method, restricting themselves to verbal forms, textbooks and sometimes the showing of videos. Despite the traditional aspects, nuances that are close to UDL were identified, and play was identified as one of the tools used in the schooling process of people with and without disabilities. It was found that the teachers were unaware of the UDL concept, and from a fictitious case, pedagogical proposals were revealed that met the needs of the class and the student with visual impairment. It is considered that the UDL is still a little-known concept in the schools in the municipal network where the research was carried out.
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Palavras-chave
Desenho Universal para Aprendizagem, Ensino e Aprendizagem, Práticas Pedagógicas
Citação
COSTA, Márcia Macêdo. Desenho universal para aprendizagem: concepções e práticas pedagógicas de professoras dos anos iniciais. 2024. 230 f. Dissertação (Mestrado) - Programa de Pós-Graduação em Educação, Faculdade de Educação, Universidade Federal de Catalão, Catalão (Go), 2024.