O desenho universal para a aprendizagem: uma abordagem no retorno ao ensino presencial durante a pandemia da Covid-19
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Manancial - Repositório Digital da UFSM |
dARK ID: | ark:/26339/001300000344k |
Texto Completo: | http://repositorio.ufsm.br/handle/1/30025 |
Resumo: | The present study was carried out in the Public Policies and Educational Management Program, in Research Line 2 - Management of Pedagogical Practices and is linked to research produced within the scope of the Nucleus of Studies and Research on Schooling and Inclusion - NUEPEI/UFSM. The investigation deals with the theme of the universal design of learning as a possibility for configuring pedagogical practices when returning to face-to-face teaching. The COVID-19 pandemic, social distancing and emergency remote teaching have, in general, produced significant changes in students' learning processes. There was a considerable increase in students with difficulties and weaknesses in the learning process. In this sense, the following guiding question is proposed: How can pedagogical practices organized based on the principles of Universal Design for Learning contribute to facilitating student learning when returning to face-to-face teaching during the COVID-19 pandemic? As a general objective, it is intended to propose pedagogical practices based on the principles of Universal Design for Learning - UDL to minimize the learning difficulties manifested during the return to face-to-face teaching. The research is part of a qualitative investigation approach and was carried out in a 5th grade class, with 23 students enrolled, in a State Elementary School. The students were submitted to a diagnostic evaluation using an instrument produced with the teachers of the 4th year of elementary school based on the emergency curriculum, with the aim of verifying the learning of students entering the 5th year. In this way, from February to December 2022, pedagogical practices were developed based on the principles of Universal Design for Learning, where it was possible to perceive that these are very efficient, while providing for a diversification in the forms of presentation of contents and multiple forms of systematization and elaboration of the same, allowing better and greater engagement with the object of knowledge, learning and construction of school content. The theoretical basis is linked to the contributions of authors such as Cunha (2018), Demo (2008), Ferreira (2002), Morin (2021), Prais (2017), Zerbato (2018). As a result of this research, an ebook was prepared with the systematization of some practical activities developed based on the principles of Universal Design for Learning (UDA). This ebook is aimed at teachers in the early years of Elementary School and others interested in the subject, aiming to qualify the proposition of pedagogical practices and student learning. |
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O desenho universal para a aprendizagem: uma abordagem no retorno ao ensino presencial durante a pandemia da Covid-19Universal design for learning: an approach to the return to presential education during the Covid-19 pandemicDiseño universal para el aprendizaje: una aproximación al retorno a la educación presencial durante la pandemia del Covid-19Gestão das práticas pedagógicasPandemiaEnsino FundamentalDificuldades de aprendizagemDesenho universal para a aprendizagemManagement of pedagogical practicesPandemicElementary schoolLearning difficultiesUniversal design for learningGestión de prácticas pedagógicasEnseñanza fundamentalDificultades de aprendizajeDiseño universal para el aprendizajeCNPQ::CIENCIAS HUMANAS::EDUCACAOThe present study was carried out in the Public Policies and Educational Management Program, in Research Line 2 - Management of Pedagogical Practices and is linked to research produced within the scope of the Nucleus of Studies and Research on Schooling and Inclusion - NUEPEI/UFSM. The investigation deals with the theme of the universal design of learning as a possibility for configuring pedagogical practices when returning to face-to-face teaching. The COVID-19 pandemic, social distancing and emergency remote teaching have, in general, produced significant changes in students' learning processes. There was a considerable increase in students with difficulties and weaknesses in the learning process. In this sense, the following guiding question is proposed: How can pedagogical practices organized based on the principles of Universal Design for Learning contribute to facilitating student learning when returning to face-to-face teaching during the COVID-19 pandemic? As a general objective, it is intended to propose pedagogical practices based on the principles of Universal Design for Learning - UDL to minimize the learning difficulties manifested during the return to face-to-face teaching. The research is part of a qualitative investigation approach and was carried out in a 5th grade class, with 23 students enrolled, in a State Elementary School. The students were submitted to a diagnostic evaluation using an instrument produced with the teachers of the 4th year of elementary school based on the emergency curriculum, with the aim of verifying the learning of students entering the 5th year. In this way, from February to December 2022, pedagogical practices were developed based on the principles of Universal Design for Learning, where it was possible to perceive that these are very efficient, while providing for a diversification in the forms of presentation of contents and multiple forms of systematization and elaboration of the same, allowing better and greater engagement with the object of knowledge, learning and construction of school content. The theoretical basis is linked to the contributions of authors such as Cunha (2018), Demo (2008), Ferreira (2002), Morin (2021), Prais (2017), Zerbato (2018). As a result of this research, an ebook was prepared with the systematization of some practical activities developed based on the principles of Universal Design for Learning (UDA). This ebook is aimed at teachers in the early years of Elementary School and others interested in the subject, aiming to qualify the proposition of pedagogical practices and student learning.El presente estudio fue realizado en el Programa de Políticas Públicas y Gestión Educativa, en la Línea de Investigación 2 - Gestión de Prácticas Pedagógicas y está vinculado a investigaciones producidas en el ámbito del Núcleo de Estudios e Investigaciones sobre Escolarización e Inclusión - NUEPEI/UFSM. La investigación aborda el tema del diseño universal de aprendizaje como posibilidad de configurar prácticas pedagógicas en el retorno a la enseñanza presencial. La pandemia de COVID-19, el distanciamiento social y la enseñanza remota de emergencia, en general, han producido cambios significativos en los procesos de aprendizaje de los estudiantes. Hubo un aumento considerable de estudiantes con dificultades y debilidades en el proceso de aprendizaje. En ese sentido, se propone la siguiente pregunta orientadora: ¿Cómo las prácticas pedagógicas organizadas en base a los principios del Diseño Universal para el Aprendizaje pueden contribuir a facilitar el aprendizaje de los estudiantes al regresar a la docencia presencial durante la pandemia del COVID-19? Como objetivo general se pretende proponer prácticas pedagógicas basadas en los principios del Diseño Universal para el Aprendizaje - UDL para minimizar las dificultades de aprendizaje manifestadas durante el retorno a la docencia presencial. La investigación es parte de un enfoque de investigación cualitativa y se llevó a cabo en una clase de 5 º grado, con 23 estudiantes matriculados, en una Escuela Primaria Estatal. Los alumnos fueron sometidos a una evaluación diagnóstica a través de un instrumento elaborado con los docentes del 4º año de la Enseñanza Fundamental a partir del currículo de emergencia, con el objetivo de verificar el aprendizaje de los alumnos que ingresan al 5º año. De esta forma, de febrero a diciembre de 2022, se desarrollaron prácticas pedagógicas basadas en los principios del Diseño Universal para el Aprendizaje, donde se pudo percibir que estas son muy eficientes, al mismo tiempo que prevén una diversificación en las formas de presentación de los contenidos y múltiples formas de sistematización y elaboración de los mismos, que permitan un mejor y mayor compromiso con el objeto de conocimiento, aprendizaje y construcción de contenidos escolares. La base teórica está vinculada a las contribuciones de autores como Cunha (2018), Demo (2008), Ferreira (2002), Morin (2021), Prais (2017), Zerbato (2018). Como resultado de esta investigación se elaboró un ebook con la sistematización de algunas actividades prácticas desarrolladas en base a los principios del Diseño Universal para el Aprendizaje (UDA). Este libro electrónico está destinado a docentes de los primeros años de la enseñanza fundamental y otros interesados en el tema, con el objetivo de calificar la propuesta de prácticas pedagógicas y aprendizaje de los estudiantes.O presente estudo foi realizado no Programa de Políticas Públicas e Gestão Educacional, na Linha de Pesquisa 2 - Gestão das Práticas Pedagógicas e vincula-se às pesquisas produzidas no âmbito do Núcleo de Estudos e Pesquisa sobre Escolarização e Inclusão - NUEPEI/UFSM. A investigação versa sobre a temática do desenho universal da aprendizagem como uma possibilidade de configuração das práticas pedagógicas no momento de retorno ao ensino presencial. A pandemia da COVID-19, o distanciamento social e o ensino remoto emergencial produziram, de modo geral, significativas alterações nos processos de aprendizagem dos alunos. Percebeu-se um aumento considerável de alunos com dificuldades e fragilidades no processo de aprendizagem. Neste sentido, propõe-se como questão norteadora: Como as práticas pedagógicas organizadas a partir dos princípios do Desenho Universal para a Aprendizagem podem contribuir para facilitar a aprendizagem dos alunos no retorno ao ensino presencial durante a pandemia da COVID-19? Como objetivo geral se intenciona propor práticas pedagógicas elaboradas a partir dos princípios do Desenho Universal para a Aprendizagem - DUA para minimizar as dificuldades de aprendizagem manifestadas durante o retorno ao ensino presencial. A pesquisa insere-se numa abordagem qualitativa de investigação e foi realizada numa turma de 5º ano, com 23 alunos matriculados, numa Escola Estadual de Ensino Fundamental. Os alunos foram submetidos a uma avaliação diagnóstica por meio de um instrumento produzido junto às professoras do 4º ano do Ensino Fundamental com base no currículo emergencial, com o intuito de verificar a aprendizagem dos alunos ingressantes no 5º ano. Deste modo, de fevereiro a dezembro de 2022, foram desenvolvidas práticas pedagógicas organizadas a partir dos princípios do Desenho Universal para a Aprendizagem, onde foi possível perceber que estas mostram-se muito eficientes, enquanto preveem uma diversificação nas formas de apresentação dos conteúdos e múltiplas formas de sistematização e elaboração dos mesmos, permitindo melhor e maior engajamento com o objeto do conhecimento, a aprendizagem e a construção do conteúdo escolar. O embasamento teórico vincula-se às contribuições de autores como Cunha (2018), Demo (2008), Ferreira (2002), Morin (2021), Prais (2017), Zerbato (2018). Como produto desta pesquisa, foi elaborado um ebook com a sistematização de algumas atividades práticas desenvolvidas a partir dos princípios do Desenho Universal para a Aprendizagem (DUA). Este ebook é destinado aos professores dos anos iniciais do Ensino Fundamental e demais interessados pelo assunto, visando qualificar a proposição das práticas pedagógicas e a aprendizagem dos alunos.Universidade Federal de Santa MariaBrasilEducaçãoUFSMPrograma de Pós-Graduação em Políticas Públicas e Gestão EducacionalCentro de EducaçãoBridi, Fabiane Romano de Souzahttp://lattes.cnpq.br/8914947342465602Rosa, Maiandra Pavanello daNegrini, TatianeCosta, Juliane Medianeira da Silva2023-08-21T19:04:32Z2023-08-21T19:04:32Z2023-03-30info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfhttp://repositorio.ufsm.br/handle/1/30025ark:/26339/001300000344kporAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessreponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSM2023-08-21T19:04:32Zoai:repositorio.ufsm.br:1/30025Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2023-08-21T19:04:32Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
O desenho universal para a aprendizagem: uma abordagem no retorno ao ensino presencial durante a pandemia da Covid-19 Universal design for learning: an approach to the return to presential education during the Covid-19 pandemic Diseño universal para el aprendizaje: una aproximación al retorno a la educación presencial durante la pandemia del Covid-19 |
title |
O desenho universal para a aprendizagem: uma abordagem no retorno ao ensino presencial durante a pandemia da Covid-19 |
spellingShingle |
O desenho universal para a aprendizagem: uma abordagem no retorno ao ensino presencial durante a pandemia da Covid-19 Costa, Juliane Medianeira da Silva Gestão das práticas pedagógicas Pandemia Ensino Fundamental Dificuldades de aprendizagem Desenho universal para a aprendizagem Management of pedagogical practices Pandemic Elementary school Learning difficulties Universal design for learning Gestión de prácticas pedagógicas Enseñanza fundamental Dificultades de aprendizaje Diseño universal para el aprendizaje CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
O desenho universal para a aprendizagem: uma abordagem no retorno ao ensino presencial durante a pandemia da Covid-19 |
title_full |
O desenho universal para a aprendizagem: uma abordagem no retorno ao ensino presencial durante a pandemia da Covid-19 |
title_fullStr |
O desenho universal para a aprendizagem: uma abordagem no retorno ao ensino presencial durante a pandemia da Covid-19 |
title_full_unstemmed |
O desenho universal para a aprendizagem: uma abordagem no retorno ao ensino presencial durante a pandemia da Covid-19 |
title_sort |
O desenho universal para a aprendizagem: uma abordagem no retorno ao ensino presencial durante a pandemia da Covid-19 |
author |
Costa, Juliane Medianeira da Silva |
author_facet |
Costa, Juliane Medianeira da Silva |
author_role |
author |
dc.contributor.none.fl_str_mv |
Bridi, Fabiane Romano de Souza http://lattes.cnpq.br/8914947342465602 Rosa, Maiandra Pavanello da Negrini, Tatiane |
dc.contributor.author.fl_str_mv |
Costa, Juliane Medianeira da Silva |
dc.subject.por.fl_str_mv |
Gestão das práticas pedagógicas Pandemia Ensino Fundamental Dificuldades de aprendizagem Desenho universal para a aprendizagem Management of pedagogical practices Pandemic Elementary school Learning difficulties Universal design for learning Gestión de prácticas pedagógicas Enseñanza fundamental Dificultades de aprendizaje Diseño universal para el aprendizaje CNPQ::CIENCIAS HUMANAS::EDUCACAO |
topic |
Gestão das práticas pedagógicas Pandemia Ensino Fundamental Dificuldades de aprendizagem Desenho universal para a aprendizagem Management of pedagogical practices Pandemic Elementary school Learning difficulties Universal design for learning Gestión de prácticas pedagógicas Enseñanza fundamental Dificultades de aprendizaje Diseño universal para el aprendizaje CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
The present study was carried out in the Public Policies and Educational Management Program, in Research Line 2 - Management of Pedagogical Practices and is linked to research produced within the scope of the Nucleus of Studies and Research on Schooling and Inclusion - NUEPEI/UFSM. The investigation deals with the theme of the universal design of learning as a possibility for configuring pedagogical practices when returning to face-to-face teaching. The COVID-19 pandemic, social distancing and emergency remote teaching have, in general, produced significant changes in students' learning processes. There was a considerable increase in students with difficulties and weaknesses in the learning process. In this sense, the following guiding question is proposed: How can pedagogical practices organized based on the principles of Universal Design for Learning contribute to facilitating student learning when returning to face-to-face teaching during the COVID-19 pandemic? As a general objective, it is intended to propose pedagogical practices based on the principles of Universal Design for Learning - UDL to minimize the learning difficulties manifested during the return to face-to-face teaching. The research is part of a qualitative investigation approach and was carried out in a 5th grade class, with 23 students enrolled, in a State Elementary School. The students were submitted to a diagnostic evaluation using an instrument produced with the teachers of the 4th year of elementary school based on the emergency curriculum, with the aim of verifying the learning of students entering the 5th year. In this way, from February to December 2022, pedagogical practices were developed based on the principles of Universal Design for Learning, where it was possible to perceive that these are very efficient, while providing for a diversification in the forms of presentation of contents and multiple forms of systematization and elaboration of the same, allowing better and greater engagement with the object of knowledge, learning and construction of school content. The theoretical basis is linked to the contributions of authors such as Cunha (2018), Demo (2008), Ferreira (2002), Morin (2021), Prais (2017), Zerbato (2018). As a result of this research, an ebook was prepared with the systematization of some practical activities developed based on the principles of Universal Design for Learning (UDA). This ebook is aimed at teachers in the early years of Elementary School and others interested in the subject, aiming to qualify the proposition of pedagogical practices and student learning. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-08-21T19:04:32Z 2023-08-21T19:04:32Z 2023-03-30 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
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http://repositorio.ufsm.br/handle/1/30025 |
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ark:/26339/001300000344k |
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http://repositorio.ufsm.br/handle/1/30025 |
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ark:/26339/001300000344k |
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por |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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openAccess |
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application/pdf |
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Universidade Federal de Santa Maria Brasil Educação UFSM Programa de Pós-Graduação em Políticas Públicas e Gestão Educacional Centro de Educação |
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Universidade Federal de Santa Maria Brasil Educação UFSM Programa de Pós-Graduação em Políticas Públicas e Gestão Educacional Centro de Educação |
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reponame:Manancial - Repositório Digital da UFSM instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
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Universidade Federal de Santa Maria (UFSM) |
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UFSM |
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UFSM |
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Manancial - Repositório Digital da UFSM |
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Manancial - Repositório Digital da UFSM |
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Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM) |
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atendimento.sib@ufsm.br||tedebc@gmail.com |
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