Navegando por Autor "Mendes, Vera Elis"

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    Desenho Universal para Aprendizagem e Tecnologias Digitais: estratégias para práticas inclusivas
    (Universidade Estadual do Paraná, 2025-05-26) Mendes, Vera Elis; Vieira, Leociléa Aparecida; https://lattes.cnpq.br/0063909006157307; https://lattes.cnpq.br/6343931444184442; Vieira, Leociléa Aparecida; https://lattes.cnpq.br/0063909006157307; Fernandes Junior, Alvaro Martins; https://lattes.cnpq.br/4687363695453133; Cirino, Roseneide Maria Batista; https://lattes.cnpq.br/4251118936692913
    This research proposal investigates inclusive pedagogical practices through the integration of Digital Information and Communication Technologies (DICT) and the principles of Universal Design for Learning (UDL) in the early years of elementary education. To meet contemporary demands for a more equitable education, the proposal highlights the importance of methodologies that value diversity, favor personalized learning, promote student autonomy, and overcome barriers to learning. However, challenges still exist in implementing these practices, particularly regarding curriculum adaptation and the pedagogical use of technologies. The research aimed to analyze how the UDL approach, mediated by DICT, can contribute to inclusive planning and the development of students' autonomy in regular classrooms. This study is justified by the relevance and timeliness of the topic, contributing to the enrichment of the educational environment through innovative and accessible strategies. The methodology adopted is qualitative in nature, involving a theoretical-bibliographic study and field research conducted in a municipal school in Paranaguá (PR), with the participation of four elementary school teachers. A bibliographic search was carried out in sources such as the Digital Library of Theses and Dissertations (BDTD), Scientific Electronic Library Online (SciELO), Google Scholar, and the Capes Portal of Journals. For data analysis and interpretation, Bardin’s Content Analysis technique was employed, allowing the identification of pedagogical practices that promote the learning and participation of all students. The results indicate that the articulation between DICT and UDL expands access possibilities to the curriculum, stimulates creativity, concentration, and the construction of diverse meanings. As an educational resource, an e-book was developed containing suggestions for pedagogical practices and digital resources aligned with the principles of UDL and technological potential, contributing to the creation of an accessible, interactive, and inclusive learning environment.