The historical-cultural theory as a basis in the constitution of the universal design for learning

Detalhes bibliográficos
Autor(a) principal: Sebastián-Heredero, Eladio
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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spelling 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
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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
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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
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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)
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reponame_str Revista Educação Especial (UFSM)
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