Education Process of Teachers for Inclusive Education subsidized by the Universal Design for Learning

Detalhes bibliográficos
Autor(a) principal: Prais, Jacqueline Lidiane de Souza
Data de Publicação: 2022
Outros Autores: Vitaliano, Celia Regina
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Ensino em Revista
Texto Completo: https://seer.ufu.br/index.php/emrevista/article/view/64667
Resumo: The improvement of the pedagogical work developed by teachers in common classes represents an essential condition to favor inclusive pedagogical practices. In this sense, the Universal Design for Learning (UDL) consists of a curricular approach to inclusive education. This article aims to describe an education process developed with female teachers working in the early years of elementary school, aiming at the development of inclusive practices subsidized on the guiding principles of UDL, through a collaborative research. Three female teachers took part in the process. The data collection took place during the development of reflective practices, collaborative planning, and the participation of the researcher in the classroom. It was verified that the education process, subsidized by the UDL allied to the procedures of the collaborative research, favored the improvement in the quality of teaching, evidenced in the changes occurred in the lesson plans and in the effective pedagogical practices of the teachers.
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spelling Education Process of Teachers for Inclusive Education subsidized by the Universal Design for LearningProceso formativo del profesorado para la educación inclusiva subvencionado por el Diseño Universal para el Aprendizaje Processo formativo de professores para a Educação Inclusiva subsidiado pelo Desenho Universal para a AprendizagemFormação de professoresEducação InclusivaPrática PedagógicaDesenho Universal para a AprendizagemPesquisa colaborativaTeacher educationInclusive EducationPedagogical PracticeUniversal Design for LearningCollaborative researchFormación de profesoresEducación inclusivaPráctica pedagógicaDiseño Universal para el AprendizajeInvestigación en colaboraciónThe improvement of the pedagogical work developed by teachers in common classes represents an essential condition to favor inclusive pedagogical practices. In this sense, the Universal Design for Learning (UDL) consists of a curricular approach to inclusive education. This article aims to describe an education process developed with female teachers working in the early years of elementary school, aiming at the development of inclusive practices subsidized on the guiding principles of UDL, through a collaborative research. Three female teachers took part in the process. The data collection took place during the development of reflective practices, collaborative planning, and the participation of the researcher in the classroom. It was verified that the education process, subsidized by the UDL allied to the procedures of the collaborative research, favored the improvement in the quality of teaching, evidenced in the changes occurred in the lesson plans and in the effective pedagogical practices of the teachers.La mejora del trabajo pedagógico desarrollado por los profesores en el aula común representa una condición esencial para promover las prácticas pedagógicas inclusivas. En este sentido, el Diseño Universal para el Aprendizaje (DUA) consiste en un abordaje curricular para la educación inclusiva. Este artículo pretende describir un proceso formativo desarrollado con profesores que trabajan en los primeros años de la escuela primaria con el objetivo de desarrollar prácticas inclusivas subvencionadas en los principios del DUA a través de una investigación colaborativa. Tres profesores fueron los que participaron en el proceso. La recolección de datos se produjo durante el desarrollo de las prácticas reflexivas, planificaciones colaborativas y la participación de la investigadora en la sala de clases. Se constató que el proceso formativo, subvencionado por el DUA, combinado con los procedimientos de investigación colaborativa, favoreció la mejora de la calidad de la enseñanza, evidenciada en los cambios que se produjeron en los planes de clase y en las prácticas pedagógicas efectivas de los profesores.O aprimoramento do trabalho pedagógico, desenvolvido pelos professores na classe comum, representa uma condição essencial para favorecer práticas pedagógicas inclusivas. Nesse sentido, o Desenho Universal para a Aprendizagem (DUA) consiste em uma abordagem curricular para a educação inclusiva. Este artigo tem o objetivo de descrever um processo formativo desenvolvido junto a professoras atuantes nos anos iniciais do Ensino Fundamental, visando o desenvolvimento de práxis inclusivas subsidiadas nos princípios do DUA, por meio de uma pesquisa colaborativa. Três docentes participaram do processo. A coleta dos dados ocorreu durante o desenvolvimento de práticas reflexivas, planejamentos colaborativos e participações da pesquisadora em sala de aula. Constatou-se que o processo formativo, subsidiado pelo DUA e aliado aos procedimentos da pesquisa colaborativa, favoreceu o aprimoramento na qualidade do ensino, evidenciado nas mudanças ocorridas nos planos de aulas e nas práticas pedagógicas efetivas das docentes.Universidade Federal de Uberlândia2022-02-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://seer.ufu.br/index.php/emrevista/article/view/6466710.14393/ER-v29a2022-11Ensino em Re-Vista; Vol. 29 (2022): Publicação Contínua; e011Ensino em Re-Vista; Vol. 29 (2022): Publicação Contínua; e011Ensino em Re-Vista; v. 29 (2022): Publicação Contínua; e0111983-17300104-3757reponame:Ensino em Revistainstname:Universidade Federal de Uberlândia (UFU)instacron:UFUporenghttps://seer.ufu.br/index.php/emrevista/article/view/64667/33351https://seer.ufu.br/index.php/emrevista/article/view/64667/33352Copyright (c) 2022 Jacqueline Lidiane de Souza Prais, Celia Regina Vitalianohttp://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessPrais, Jacqueline Lidiane de Souza Vitaliano, Celia Regina 2023-01-06T17:29:06Zoai:ojs.www.seer.ufu.br:article/64667Revistahttps://seer.ufu.br/index.php/emrevistaPUBhttps://seer.ufu.br/index.php/emrevista/oai||ensinoemrevista@gmail.com1983-17300104-3757opendoar:2023-01-06T17:29:06Ensino em Revista - Universidade Federal de Uberlândia (UFU)false
dc.title.none.fl_str_mv Education Process of Teachers for Inclusive Education subsidized by the Universal Design for Learning
Proceso formativo del profesorado para la educación inclusiva subvencionado por el Diseño Universal para el Aprendizaje
Processo formativo de professores para a Educação Inclusiva subsidiado pelo Desenho Universal para a Aprendizagem
title Education Process of Teachers for Inclusive Education subsidized by the Universal Design for Learning
spellingShingle Education Process of Teachers for Inclusive Education subsidized by the Universal Design for Learning
Prais, Jacqueline Lidiane de Souza
Formação de professores
Educação Inclusiva
Prática Pedagógica
Desenho Universal para a Aprendizagem
Pesquisa colaborativa
Teacher education
Inclusive Education
Pedagogical Practice
Universal Design for Learning
Collaborative research
Formación de profesores
Educación inclusiva
Práctica pedagógica
Diseño Universal para el Aprendizaje
Investigación en colaboración
title_short Education Process of Teachers for Inclusive Education subsidized by the Universal Design for Learning
title_full Education Process of Teachers for Inclusive Education subsidized by the Universal Design for Learning
title_fullStr Education Process of Teachers for Inclusive Education subsidized by the Universal Design for Learning
title_full_unstemmed Education Process of Teachers for Inclusive Education subsidized by the Universal Design for Learning
title_sort Education Process of Teachers for Inclusive Education subsidized by the Universal Design for Learning
author Prais, Jacqueline Lidiane de Souza
author_facet Prais, Jacqueline Lidiane de Souza
Vitaliano, Celia Regina
author_role author
author2 Vitaliano, Celia Regina
author2_role author
dc.contributor.author.fl_str_mv Prais, Jacqueline Lidiane de Souza
Vitaliano, Celia Regina
dc.subject.por.fl_str_mv Formação de professores
Educação Inclusiva
Prática Pedagógica
Desenho Universal para a Aprendizagem
Pesquisa colaborativa
Teacher education
Inclusive Education
Pedagogical Practice
Universal Design for Learning
Collaborative research
Formación de profesores
Educación inclusiva
Práctica pedagógica
Diseño Universal para el Aprendizaje
Investigación en colaboración
topic Formação de professores
Educação Inclusiva
Prática Pedagógica
Desenho Universal para a Aprendizagem
Pesquisa colaborativa
Teacher education
Inclusive Education
Pedagogical Practice
Universal Design for Learning
Collaborative research
Formación de profesores
Educación inclusiva
Práctica pedagógica
Diseño Universal para el Aprendizaje
Investigación en colaboración
description The improvement of the pedagogical work developed by teachers in common classes represents an essential condition to favor inclusive pedagogical practices. In this sense, the Universal Design for Learning (UDL) consists of a curricular approach to inclusive education. This article aims to describe an education process developed with female teachers working in the early years of elementary school, aiming at the development of inclusive practices subsidized on the guiding principles of UDL, through a collaborative research. Three female teachers took part in the process. The data collection took place during the development of reflective practices, collaborative planning, and the participation of the researcher in the classroom. It was verified that the education process, subsidized by the UDL allied to the procedures of the collaborative research, favored the improvement in the quality of teaching, evidenced in the changes occurred in the lesson plans and in the effective pedagogical practices of the teachers.
publishDate 2022
dc.date.none.fl_str_mv 2022-02-11
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 https://seer.ufu.br/index.php/emrevista/article/view/64667
10.14393/ER-v29a2022-11
url https://seer.ufu.br/index.php/emrevista/article/view/64667
identifier_str_mv 10.14393/ER-v29a2022-11
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://seer.ufu.br/index.php/emrevista/article/view/64667/33351
https://seer.ufu.br/index.php/emrevista/article/view/64667/33352
dc.rights.driver.fl_str_mv Copyright (c) 2022 Jacqueline Lidiane de Souza Prais, Celia Regina Vitaliano
http://creativecommons.org/licenses/by-nc-nd/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Jacqueline Lidiane de Souza Prais, Celia Regina Vitaliano
http://creativecommons.org/licenses/by-nc-nd/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Uberlândia
publisher.none.fl_str_mv Universidade Federal de Uberlândia
dc.source.none.fl_str_mv Ensino em Re-Vista; Vol. 29 (2022): Publicação Contínua; e011
Ensino em Re-Vista; Vol. 29 (2022): Publicação Contínua; e011
Ensino em Re-Vista; v. 29 (2022): Publicação Contínua; e011
1983-1730
0104-3757
reponame:Ensino em Revista
instname:Universidade Federal de Uberlândia (UFU)
instacron:UFU
instname_str Universidade Federal de Uberlândia (UFU)
instacron_str UFU
institution UFU
reponame_str Ensino em Revista
collection Ensino em Revista
repository.name.fl_str_mv Ensino em Revista - Universidade Federal de Uberlândia (UFU)
repository.mail.fl_str_mv ||ensinoemrevista@gmail.com
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