O design educacional para a modalidade à distância em uma perspectiva inclusiva : contribuições para/na formação docente

• Autor(a) principal: Sondermann, Danielli Veiga Carneiro
• Data de Publicação: 2014
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Espírito Santo (riUfes)
• Texto Completo: http://repositorio.ufes.br/handle/10/2202
• topic: Educational design; Distance educational; Educational resources; Inclusive education; Recursos educacionais; Design educacional; Educação a distância; Educação; Designers - Educação; Ensino à distância; Educação inclusiva; Professores - Formação; Planejamento educacional; Tecnologia educacional; 37

This qualitative study has examined the Educational Design for the modality the distance in the Center of Distance Education the Federal Institute of the Espírito Santo through researchaction using three focus groups: group 1 – educational resources production team; group 2 – teacher-former in the Distance Education and group 3 – student- teachers from distance learning practice course. Involving different areas of knowledge and theoretical contributions, this design has opted for something given by Piaget and Vigotsky as regards to the process of learning and social interaction; Moore and Kearsley, when distance learning is the issue; Filatro and Torezzan for instructional design. During group 1 talks, the team has identified among several issues, the main difficulties and challenges of the Educational Design in the contemporary society. Results of data and analysis of those talks have created something called taxonomy for the use of media, and an outstanding contribution to the creation of some educational resources. As for group 2, including invited teacher, graduate people and disabled people – three hearing and two visual impaired –results from group 1 have contributed to highlight reflection actions in the Educational Design as to the chosen course, adopting an inclusive look inspired by the Universal Design for Learning. Group 3 has evaluated the actions resulting from the research. Five categories of data analysis have been used: the educational design at the researched institution, the link between teacher and educational design, teaching and learning process representations from professionals involved in Educational Design, current student teachers in distance learning and Educational Design perspectives in the contemporary society. Results obtained have brought theoretical and practical contributions to teacher’s education, which will lead to changes into planning and educational resource production of groups 1 and 2. In addition to that, proposing the inclusion of an Educational Design team along with a production team, therefore improving the collaborative work. It has been also highlighted the need to a better definition of concepts and distance learning model of Federal Institute of the Espírito Santo, which in turn would have an impact in the Educational Design in an inclusive perspective.