Navegando por Autor "Rosalin, Mariliz Cristiane"

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    Desenho Universal para a Aprendizagem: contribuições à prática pedagógica do professor da Sala de Recursos Multifuncionais
    (Universidade Estadual do Paraná, 2022-10-28) Rosalin, Mariliz Cristiane; Cirino, Roseneide Maria Batista; Farias, Elizabeth Regina Streisky de; https://lattes.cnpq.br/8009305295212594; https://lattes.cnpq.br/4251118936692913; https://lattes.cnpq.br/4266931228965890; Cirino, Roseneide Maria Batista; https://lattes.cnpq.br/4251118936692913; Vestena, Carla Luciane Blum; https://lattes.cnpq.br/0863582713179217; Cunha, Rosemyriam Ribeiro dos Santos; https://lattes.cnpq.br/0536970443232460
    This research had as a problem the fact that the practices of the Multifunctional Resource Room (MRR) are repetitions of what is developed in the regular classroom, being applied the same methodologies, resources and content. Thus, this study aimed to understand how Universal Design For Learning (UDL) can be an approach to the promotion of practices that develop students’ autonomy and learning. Education, in a conventional, conservative mode, has tasked the students the role of passive spectators, so that the process of building knowledge by these subjects became compromised. Thus, changing this logic is a pedagogical imperative. In this context, the principles of UDL, having as its resources the active methodologies, may enable pedagogical practices that contribute to the development of students’ skills. This research was founded in the theoretical contributions that discuss the continuing training, of UDL, active methodologies and inclusive pedagogical practices in the Specialized Educational Service (SES). To this end, this investigation was outlined based on bibliographic and field research, through the descriptive and exploratory study. Data analyzes were based on the qualitative approach. The research participants were 11 teachers working in the MRR of the State and Municipal Education Network of a city in the state of Paraná, Brazil. For data collection, a semi-structured interview script was applied, containing issues regarding the professional and academic profile of the teachers, and the proposition of three problem situations of classroom daily life. Also, participants were asked about demands of topics that made up the e-book educational product, of self-training character, available to the research participants and other interested parties. As a result, it is pointed out that UDL is an approach that can boost the problematization of the pedagogical practices developed in the MRR and the articulation between UDL and active methodologies, which is a possibility in the learning and development processes of each of the students. It is also noteworthy the crucial role of SES, whose practices performed in the MRR can be promising to the development of the Higher Psychological Functions. The research participants highlighted the engagement with their work and are aware of the importance of this service for Inclusive Education. However, sometimes they come into conflicts that involve meeting the demands and learning specificities of students and also meet the demands of regular classroom content, which eventually are repeated in the MRR. UDL represents an approach that can enhance teaching and learning processes, in order to serve all students and boost skills for the appropriation of classroom content