Loading...
Publication
O percurso do Desenho Universal para Aprendizagem na produção científica brasileira de 2017 a 2023: da teoria à prática
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 442.74 KB | Adobe PDF |
Advisor(s)
Abstract(s)
O Desenho Universal para Aprendizagem constitui uma abordagem que busca tornar o currículo acessível a todos os estudantes, fundamentada em três princípios: engajamento, representação e ação/expressão. Este estudo objetiva identificar práticas educativas, avanços e desafios da aplicação do Desenho Universal para Aprendizagem em salas de aula, analisando a produção científica brasileira entre 2017 e 2023. A investigação foi conduzida por meio de revisão integrativa, orientada pelo protocolo PRISMA. A busca no Portal de Periódicos da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior resultou em 167 publicações, das quais 11 atenderam aos critérios de inclusão. Os resultados indicam que, embora haja crescente discussão teórica sobre o Desenho Universal para Aprendizagem, a implementação prática ainda é restrita e concentrada principalmente no ensino de Matemática, com experiências pontuais em outras áreas. As práticas revelam potencial para ampliar a inclusão e flexibilizar o ensino, mas ainda se limitam a adaptações pontuais e carecem de avaliações sistemáticas de impacto. Conclui-se que a consolidação do Desenho Universal para Aprendizagem no Brasil exige maior integração de seus princípios e produção de evidências consistentes, dialogando com o tema “Inclusão e acessibilidade digital” proposto pela chamada deste número da Revista de Educação a Distância e eLearning.
Universal Design for Learning (UDL) is an approach that seeks to make the curriculum accessible to all students, based on three principles: engagement, representation, and action/expression. This study aims to identify educational practices, advances, and challenges in the application of UDL in classrooms, analysing Brazilian scientific production between 2017 and 2023. The investigation was conducted through an integrative review, guided by the PRISMA protocol. The search on the CAPES Journal Portal resulted in 167 publications, of which 11 met the inclusion criteria. The results indicate that, although there is growing theoretical discussion about DUA, its practical implementation is still limited and concentrated mainly in mathematics teaching, with isolated experiences in other areas. The practices reveal potential for expanding inclusion and making teaching more flexible, but they are still limited to isolated adaptations and lack systematic impact assessments. It is concluded that the consolidation of DUA in Brazil requires greater integration of its principles and the production of consistent evidence, in dialogue with the theme ‘Inclusion and digital accessibility’ proposed by this issue of the Journal of Distance Education and eLearning-RE@D.
Universal Design for Learning (UDL) is an approach that seeks to make the curriculum accessible to all students, based on three principles: engagement, representation, and action/expression. This study aims to identify educational practices, advances, and challenges in the application of UDL in classrooms, analysing Brazilian scientific production between 2017 and 2023. The investigation was conducted through an integrative review, guided by the PRISMA protocol. The search on the CAPES Journal Portal resulted in 167 publications, of which 11 met the inclusion criteria. The results indicate that, although there is growing theoretical discussion about DUA, its practical implementation is still limited and concentrated mainly in mathematics teaching, with isolated experiences in other areas. The practices reveal potential for expanding inclusion and making teaching more flexible, but they are still limited to isolated adaptations and lack systematic impact assessments. It is concluded that the consolidation of DUA in Brazil requires greater integration of its principles and the production of consistent evidence, in dialogue with the theme ‘Inclusion and digital accessibility’ proposed by this issue of the Journal of Distance Education and eLearning-RE@D.
Description
Keywords
Desenho universal para aprendizagem Educação inclusiva Prática pedagógica inclusiva Revisão integrativa Universal design for learning Inclusive education Inclusive pedagogical practice Integrative review
Pedagogical Context
Citation
Publisher
Universidade Aberta. LE@D