Navegando por Autor "Liman, Daiana Aparecida Teles Vieira de"

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    Desenho universal para a aprendizagem e planejamento colaborativo: tecendo possibilidades para práticas pedagógicas inclusivas
    (Universidade Estadual do Paraná, 2013-11-24) Liman, Daiana Aparecida Teles Vieira de; Silva, Sandra Salete de Camargo; Cruz, Lutécia Hiera da; https://lattes.cnpq.br/2403668086605389; https://lattes.cnpq.br/7044281324055317; https://lattes.cnpq.br/3207806446284514; Silva, Sandra Salete de Camargo; https://lattes.cnpq.br/7044281324055317; Mano, Amanda de Mattos Pereira; https://lattes.cnpq.br/9864602016869508; Cruz, Lutécia Hiera da; https://lattes.cnpq.br/2403668086605389; Vieira, Leociléa Aparecida; https://lattes.cnpq.br/0063909006157307
    Our country's current policy on school inclusion and the movement towards inclusive education guarantees everyone's right to education. Beyond the legal intentions that ensure the right to enrollment, conditions for permanence, participation and learning, as well as an accessible and inclusive educational environment for all students are needed. Thus, this research addresses the theme of Universal Design for Learning (UDL) and Collaborative Planning as approaches engaged with each other and which are aligned with the concept of education with an inclusive perspective, as they recognize the importance of the school collective to think, plan and implement inclusive and universal pedagogical practices based on reducing and/or eliminating barriers that prevent and/or hinder access to knowledge by students, whether they have disabilities or not, through an inclusive and collaborative culture in educational systems. The problematization arose from everyday contexts, in which education professionals are being called to resignify their practices, and it questions: how to recognize and value the learning differences of each and every student in the context of common education in regular schools? The general objective of this study is to analyze the contributions of the Universal Design for Learning (UDL) and the Collaborative Planning in the development of inclusive and universal pedagogical practices that provide quality teaching and learning for all students. In methodological terms, we opted for collaborative research, in a qualitative, exploratory and applied approach, outlined through a theoretical discussion, supported by data collection carried out through questionnaires. Basic education teachers who work in the Multifunctional Resource Room (MRR) and in mainstream education in regular schools, as well as school supervisors and principals took part in the research. The method used to interpret the collected data was the content analysis, with definitions of categories that structured essential data for the research. The analysis and discussion of the results revealed the need to present alternatives to improve teaching in the context of ordinary classrooms. This led to the creation of an educational resource, an interactive self-training e-book entitled New approaches to planning from an inclusive perspective: universal practices in the context of ordinary classes, with the aim of reflecting on teaching practices based on new approaches aligned with the concept of inclusive education. The results show that planning that is intentional, collaborative and articulated with the principles and guidelines of the UDL enhances the construction of universal and inclusive teaching practices, by enabling access to quality education for all students. The results also show that these universal and collaborative planning practices are not yet as widespread as they should be in order to achieve inclusive education in educational contexts.