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O Desenho Universal para a Aprendizagem na construção de práticas pedagógicas inclusivas: Perceção de professores
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Orientador(es)
Resumo(s)
A crescente diversidade de alunos que frequentam as instituições de ensino e a necessidade de promover o sucesso, baseado num currículo uniforme que orienta a intervenção pedagógica em muitos contextos pedagógicos, torna premente a introdução de uma nova abordagem curricular: o Desenho Universal para a Aprendizagem (DUA). No âmbito desta temática, desenvolveu-se este estudo, pretendendo-se compreender a perceção de professores sobre o DUA em contextos inclusivos, particularmente no que diz respeito às questões relativas ao conhecimento do referencial e à implementação de práticas pedagógicas. Para o efeito, desenvolveu-se um estudo quantitativo, não experimental e exploratório, recorrendo-se ao inquérito por questionário ad hoc. A amostra é de conveniência, sendo constituída por 88 professores, selecionados através de um processo de amostragem não probabilístico. Os resultados evidenciam que a maioria dos docentes está familiarizada com o DUA e implementa os seus princípios em contexto pedagógico. No entanto, apontam a falta de formação docente como uma barreira à implementação do DUA. A maioria dos participantes reporta como principais desafios a falta de tempo, a falta de professores coadjuvantes, a diversidade de alunos e as turmas de grande dimensão. Além disso, verificam-se diferenças estatisticamente significativas na perceção de familiarização e implementação do DUA, em função das habilitações académicas dos docentes e da formação. Conclui-se que é crucial investir na formação dos professores sobre o
referencial DUA, repensar a constituição das turmas, incrementar recursos humanos e promover uma gestão de carga horária, permitindo a concretização dos ideais da Educação Inclusiva.
The growing diversity of students attending educational institutions and the need to promote success, based on a uniform curriculum that guides pedagogical intervention in many pedagogical contexts, makes it urgent to introduce a new curricular approach: Universal Design for Learning (UDL). Within the scope of this theme, this study was developed, aiming to understand teachers' perception of UDL in inclusive contexts, particularly regarding issues relating to knowledge of the framework and the mplementation of pedagogical practices. To this end, a quantitative, non-experimental, and exploratory study was developed, using an ad hoc questionnaire survey. The sample is of convenience, consisting of 88 teachers, selected through a non-probabilistic sampling process. The results show that most of the teachers are familiar with UDL and implement its principles in a pedagogical context, however, point to the lack of teacher training as a barrier to the implementation of UDL. The majority of participants report the lack of time, lack of supporting teachers, the diversity of students and large classes as the main challenges. Furthermore, there are statistically significant differences in the perception of familiarization and implementation of the DUA, depending on the teachers' academic qualifications and training. It is concluded that it is crucial to invest in teacher training on the DUA framework, rethink the constitution of classes, increase human resources, and promote workload management, allowing the ideals of Inclusive Education to be realized.
The growing diversity of students attending educational institutions and the need to promote success, based on a uniform curriculum that guides pedagogical intervention in many pedagogical contexts, makes it urgent to introduce a new curricular approach: Universal Design for Learning (UDL). Within the scope of this theme, this study was developed, aiming to understand teachers' perception of UDL in inclusive contexts, particularly regarding issues relating to knowledge of the framework and the mplementation of pedagogical practices. To this end, a quantitative, non-experimental, and exploratory study was developed, using an ad hoc questionnaire survey. The sample is of convenience, consisting of 88 teachers, selected through a non-probabilistic sampling process. The results show that most of the teachers are familiar with UDL and implement its principles in a pedagogical context, however, point to the lack of teacher training as a barrier to the implementation of UDL. The majority of participants report the lack of time, lack of supporting teachers, the diversity of students and large classes as the main challenges. Furthermore, there are statistically significant differences in the perception of familiarization and implementation of the DUA, depending on the teachers' academic qualifications and training. It is concluded that it is crucial to invest in teacher training on the DUA framework, rethink the constitution of classes, increase human resources, and promote workload management, allowing the ideals of Inclusive Education to be realized.
Descrição
Palavras-chave
Inclusão Desenho Universal para a Aprendizagem Práticas Pedagógicas Inclusion Universal Design for Learning Pedagogical Practices.
Contexto Educativo
Citação
Editora
Escola Superior de Educação de Viseu