O desenho universal para a aprendizagem: uma abordagem no retorno ao ensino presencial durante a pandemia da Covid-19

• Ano de defesa: 2023
• Autor(a) principal: Costa, Juliane Medianeira da Silva
• Orientador(a): Bridi, Fabiane Romano de Souza
• Banca de defesa: Rosa, Maiandra Pavanello da, Negrini, Tatiane
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Centro de Educação
• Programa de Pós-Graduação: Programa de Pós-Graduação em Políticas Públicas e Gestão Educacional
• Departamento: Educação
• País: Brasil
• Palavras-chave em Português: Gestão das práticas pedagógicas; Pandemia; Ensino Fundamental; Dificuldades de aprendizagem; Desenho universal para a aprendizagem
• Palavras-chave em Inglês: Management of pedagogical practices; Pandemic; Elementary school; Learning difficulties; Universal design for learning
• Palavras-chave em Espanhol: Gestión de prácticas pedagógicas; Enseñanza fundamental; Dificultades de aprendizaje; Diseño universal para el aprendizaje
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/30025

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.