The historical-cultural theory as a basis in the constitution of the universal design for learning
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Educação Especial (UFSM) |
Texto Completo: | http://periodicos.ufsm.br/educacaoespecial/article/view/84571 |
Resumo: | Universal Design for Learning (UDL) was conceived as a form of curricular reorganization, specifically called differentiation, with the goal of eliminating barriers to learning for all students. It was created with an inclusive perspective where everyone, including people with disabilities, can fully develop their skills and abilities based on three principles: propose changes in the way of motivating and involving students; present the contents and activities in a different way and organize the evaluation of the students in different ways that allow, according to their intelligence, to be able to present what they have learned in a clearer way for them. According to this, in this article in the form of an essay, we intend to discuss the relationship that exists between DUA and the concept of Vygotskyan learning and Vygotsky's historical-cultural theory. To do this, we start from the understanding that this curricular perspective presents the possibility of generating curricula that contribute to the development of all students, disabled or not. This personal development and learning occur, according to the DUA, from relationships in the school context and in the environment, in that subjective and social space of encounter and exchange, which allows them to learn and develop their abilities to the maximum. A concrete form of construction of learning is evident, since it stands out in its guidelines or guidelines, that the curriculum is not a barrier to the construction of their thinking and acting in society, connected with Vygotsky's assumptions, focusing on the elaboration of objects, tools and processes from their zone of proximal development. |
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The historical-cultural theory as a basis in the constitution of the universal design for learningA teoria histórico-cultural na fundamentação da configuração do Desenho Universal para AprendizagemLa teoria historico-cultural como base en la constitución del diseño universal para el aprendizajeHistorical-cultural theoryUniversal Design for LearningDUAInclusive educationTeoria histórico-culturalDesenho Universal para AprendizagemDUAEducação InclusivaTeoría histórico-culturalDiseño Universal para el AprendizajeDUAEducación InclusivaUniversal Design for Learning (UDL) was conceived as a form of curricular reorganization, specifically called differentiation, with the goal of eliminating barriers to learning for all students. It was created with an inclusive perspective where everyone, including people with disabilities, can fully develop their skills and abilities based on three principles: propose changes in the way of motivating and involving students; present the contents and activities in a different way and organize the evaluation of the students in different ways that allow, according to their intelligence, to be able to present what they have learned in a clearer way for them. According to this, in this article in the form of an essay, we intend to discuss the relationship that exists between DUA and the concept of Vygotskyan learning and Vygotsky's historical-cultural theory. To do this, we start from the understanding that this curricular perspective presents the possibility of generating curricula that contribute to the development of all students, disabled or not. This personal development and learning occur, according to the DUA, from relationships in the school context and in the environment, in that subjective and social space of encounter and exchange, which allows them to learn and develop their abilities to the maximum. A concrete form of construction of learning is evident, since it stands out in its guidelines or guidelines, that the curriculum is not a barrier to the construction of their thinking and acting in society, connected with Vygotsky's assumptions, focusing on the elaboration of objects, tools and processes from their zone of proximal development.O Design Universal para a Aprendizagem (UDL) foi concebido como uma forma de reorganização curricular, especificamente chamada de diferenciação, com o objetivo de eliminar barreiras à aprendizagem para todos os alunos. Foi criado com uma perspetiva inclusiva onde todos, inclusive as pessoas com deficiência, possam desenvolver plenamente suas competências e habilidades a partir de três princípios: propor mudanças na forma de motivar e envolver os alunos; apresentar os conteúdos e atividades de forma diferenciada e organizar a avaliação dos alunos de diversas formas que permitam, de acordo com sua inteligência, poder apresentar o que aprenderam de forma mais clara para eles. Diante disso, neste artigo em forma de ensaio, pretendemos discutir a relação que existe entre o DUA e o conceito de aprendizagem vygotskyana e a teoria histórico-cultural de Vygotsky. Para isso, partimos do entendimento de que esta diferenciação curricular apresenta a possibilidade de gerar currículos que contribuam para o desenvolvimento de todos os alunos, com deficiência ou não. Esse desenvolvimento pessoal e aprendizagem ocorrem, segundo a DUA, a partir das relações no contexto escolar e no ambiente, naquele espaço subjetivo e social de encontro e troca, que lhes permite aprender e desenvolver ao máximo suas capacidades. Evidencia-se uma forma concreta de construção da aprendizagem, pois destaca-se em suas diretrizes, que o currículo não é uma barreira para a construção do seu pensar e agir na sociedade, conectado com os pressupostos de Vygotsky, com foco na elaboração de objetos, ferramentas e processos de sua zona de desenvolvimento proximal.El Diseño Universal para el Aprendizaje (DUA) fue concebido como una forma de reorganización curricular, específicamente denominada diferenciación, con el objetivo de eliminar las barreras al aprendizaje de todos los estudiantes. Fue creado con una perspectiva inclusiva donde todos, incluidas las personas con discapacidad, puedan desarrollar al máximo sus habilidades y capacidades a partir de tres principios: proponer cambios en la forma de motivar e involucrar a los estudiantes; presentar los contenidos y actividades de manera diferente y organizar la evaluación de los estudiantes de diferentes maneras que permitan, de acuerdo con su inteligencia, poder presentar lo aprendido de una manera más clara para ellos. Según esto, en este artículo en forma de ensayo, pretendemos discutir sobre la relación que existe entre el DUA y el concepto de aprendizaje vygotskyano y la teoría histórico-cultural de Vygotsky. Para ello partimos de la comprensión de que esta perspectiva curricular presenta la posibilidad de generar currículos que contribuyan al desarrollo de todos los escolares, discapacitados o no. Este desarrollo personal y los aprendizajes se producen, según el DUA, a partir de las relaciones en el contexto escolar y en medio, en ese espacio subjetivo y social de encuentro y de intercambios, lo que les permite aprender y desenvolver al máximo sus capacidades. Queda evidenciada una forma concreta de construcción del aprendizaje, pues se destaca en sus pautas o directrices, que el currículo no sea una barrera para la construcción de su pensar y actuar en sociedad, conectado con los presupuestos de Vygotsky, de foco en la elaboración de objetos, herramientas y procesos a partir de su zona de desarrollo próximo.Universidade Federal de Santa Maria2023-12-14info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttp://periodicos.ufsm.br/educacaoespecial/article/view/8457110.5902/1984686X84571Special Education Magazine; Vol. 36 No. 1 (2023): Revista Educação Especial – Publicação Contínua – Qualis – A2; e69/1-19Revista de Educación Especial; Vol. 36 Núm. 1 (2023): Revista Educação Especial – Publicação Contínua – Qualis – A2; e69/1-19Revista Educação Especial; v. 36 n. 1 (2023): Revista Educação Especial – Publicação Contínua – Qualis – A2; e69/1-191984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/84571/62725http://periodicos.ufsm.br/educacaoespecial/article/view/84571/62726Copyright (c) 2023 Revista Educação Especialhttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessSebastián-Heredero, Eladio2023-12-14T21:22:02Zoai:ojs.pkp.sfu.ca:article/84571Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2023-12-14T21:22:02Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
The historical-cultural theory as a basis in the constitution of the universal design for learning A teoria histórico-cultural na fundamentação da configuração do Desenho Universal para Aprendizagem La teoria historico-cultural como base en la constitución del diseño universal para el aprendizaje |
title |
The historical-cultural theory as a basis in the constitution of the universal design for learning |
spellingShingle |
The historical-cultural theory as a basis in the constitution of the universal design for learning Sebastián-Heredero, Eladio Historical-cultural theory Universal Design for Learning DUA Inclusive education Teoria histórico-cultural Desenho Universal para Aprendizagem DUA Educação Inclusiva Teoría histórico-cultural Diseño Universal para el Aprendizaje DUA Educación Inclusiva |
title_short |
The historical-cultural theory as a basis in the constitution of the universal design for learning |
title_full |
The historical-cultural theory as a basis in the constitution of the universal design for learning |
title_fullStr |
The historical-cultural theory as a basis in the constitution of the universal design for learning |
title_full_unstemmed |
The historical-cultural theory as a basis in the constitution of the universal design for learning |
title_sort |
The historical-cultural theory as a basis in the constitution of the universal design for learning |
author |
Sebastián-Heredero, Eladio |
author_facet |
Sebastián-Heredero, Eladio |
author_role |
author |
dc.contributor.author.fl_str_mv |
Sebastián-Heredero, Eladio |
dc.subject.por.fl_str_mv |
Historical-cultural theory Universal Design for Learning DUA Inclusive education Teoria histórico-cultural Desenho Universal para Aprendizagem DUA Educação Inclusiva Teoría histórico-cultural Diseño Universal para el Aprendizaje DUA Educación Inclusiva |
topic |
Historical-cultural theory Universal Design for Learning DUA Inclusive education Teoria histórico-cultural Desenho Universal para Aprendizagem DUA Educação Inclusiva Teoría histórico-cultural Diseño Universal para el Aprendizaje DUA Educación Inclusiva |
description |
Universal Design for Learning (UDL) was conceived as a form of curricular reorganization, specifically called differentiation, with the goal of eliminating barriers to learning for all students. It was created with an inclusive perspective where everyone, including people with disabilities, can fully develop their skills and abilities based on three principles: propose changes in the way of motivating and involving students; present the contents and activities in a different way and organize the evaluation of the students in different ways that allow, according to their intelligence, to be able to present what they have learned in a clearer way for them. According to this, in this article in the form of an essay, we intend to discuss the relationship that exists between DUA and the concept of Vygotskyan learning and Vygotsky's historical-cultural theory. To do this, we start from the understanding that this curricular perspective presents the possibility of generating curricula that contribute to the development of all students, disabled or not. This personal development and learning occur, according to the DUA, from relationships in the school context and in the environment, in that subjective and social space of encounter and exchange, which allows them to learn and develop their abilities to the maximum. A concrete form of construction of learning is evident, since it stands out in its guidelines or guidelines, that the curriculum is not a barrier to the construction of their thinking and acting in society, connected with Vygotsky's assumptions, focusing on the elaboration of objects, tools and processes from their zone of proximal development. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-12-14 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/84571 10.5902/1984686X84571 |
url |
http://periodicos.ufsm.br/educacaoespecial/article/view/84571 |
identifier_str_mv |
10.5902/1984686X84571 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/84571/62725 http://periodicos.ufsm.br/educacaoespecial/article/view/84571/62726 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2023 Revista Educação Especial https://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2023 Revista Educação Especial https://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf text/html |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
dc.source.none.fl_str_mv |
Special Education Magazine; Vol. 36 No. 1 (2023): Revista Educação Especial – Publicação Contínua – Qualis – A2; e69/1-19 Revista de Educación Especial; Vol. 36 Núm. 1 (2023): Revista Educação Especial – Publicação Contínua – Qualis – A2; e69/1-19 Revista Educação Especial; v. 36 n. 1 (2023): Revista Educação Especial – Publicação Contínua – Qualis – A2; e69/1-19 1984-686X reponame:Revista Educação Especial (UFSM) instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Revista Educação Especial (UFSM) |
collection |
Revista Educação Especial (UFSM) |
repository.name.fl_str_mv |
Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
educacaoespecial@smail.ufsm.br||clenioberni@gmail.com |
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1820690965010055168 |