Efeitos de um programa baseado nos princípios do Desenho Universal para a Aprendizagem na participação de crianças em produções de histórias
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2024-03-21
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Universidade Estadual Paulista (Unesp)
Resumo
A temática central desta pesquisa foi o uso dos princípios do Desenho Universal para a Aprendizagem (DUA) em uma proposta de produção de histórias, com crianças das etapas iniciais da Educação Básica. Organizaram-se três estudos, com problematizações específicas, que contribuíram para alcançar o objetivo geral desta tese: elaborar e analisar os efeitos de um programa inicial para produção de histórias baseado nos princípios do DUA, direcionado à participação de crianças da Educação Infantil e dos anos iniciais do Ensino Fundamental, em produções dessa natureza. O primeiro estudo, de tipo bibliográfico, de viés descritivo-discursivo, utilizou uma abordagem qualitativa. Objetivou identificar investigações nacionais e internacionais cuja temática fosse os princípios do DUA, com foco na Educação Infantil e anos iniciais do Ensino Fundamental. Os resultados revelaram um panorama carente por publicações científicas nacionais acerca da temática e a necessidade de mais discussões sobre a aplicação desses princípios em mediações, especialmente quanto à produção de histórias. O segundo estudo, com abordagem qualitativa, de natureza exploratório-descritiva, almejou caracterizar as estratégias e recursos pedagógicos adotados por professores em práticas de produção de histórias e analisar a participação das crianças nessas atividades. As investigações aconteceram em quatro escolas municipais de uma cidade do interior do estado de São Paulo, em seis salas comuns de Educação Infantil e oito de Ensino Fundamental, que atendem turmas heterogêneas. A coleta de dados ocorreu pela observação das práticas pedagógicas, registrada em protocolo elaborado para esse fim e em diário de campo. Selecionou-se uma turma de Educação Infantil e duas de Ensino Fundamental para a apresentação dos resultados. A análise dos dados gerados junto a três professores e 58 crianças expôs estratégias de ensino e o uso de recursos que se mostraram eficazes para as intervenções com algumas dessas crianças, porém, evidenciou pouca variabilidade para a participação de todas as crianças nas produções propostas. O terceiro estudo, com abordagem qualitativa, de natureza exploratório-descritiva, pretendeu construir um programa de histórias amparado nos princípios do DUA e no PRONARRAR, testar os efeitos desse programa inicial de histórias e analisar elementos da participação das crianças, usando diferentes materiais das partes iniciais desse programa. Essa construção gerou quatro diferentes formas de apresentação: cenário tridimensional articulado, kit de apoio, audiodescrição e recursos de Comunicação Suplementar e Alternativa. Participaram desse estudo duas turmas de Educação Infantil e duas de Ensino Fundamental. O instrumento de pesquisa adotado foi um roteiro para aplicação do programa. Os dados foram registrados mediante filmagens e em diário de campo. Os resultados descreveram a construção das etapas iniciais do programa e elementos sobre a participação de 52 crianças, de três dessas turmas, na sondagem de uma parte preliminar desse programa. Os dados obtidos indicaram que o programa construído dispôs de modos múltiplos de apresentação, de ação e expressão e de implicação, de engajamento e envolvimento, favorecendo a participação de crianças com diferentes perfis, na produção de histórias. Verificou-se ainda que elas mantiveram a atenção durante a apresentação dos materiais e houve indicadores de que intencionaram obter uma produção de história. Foi possível concluir que o programa maximizou a participação, o envolvimento e o engajamento de todas as crianças, em produções de histórias, pelo uso dos diferentes materiais que o integraram. Na seção Recomendações, há algumas orientações e sugestões sobre utilizações futuras do programa desenvolvido.
The central theme of this research was the use of Universal Design for Learning (UDL) principles in a proposal for story production with children in the early stages of primary education. Three studies were organized, with specific problematizations, which contributed to achieving the general objective of this thesis: to develop and analyse the effects of an initial programme for story production based on UDL principles, aimed at the participation of children in Early Childhood Education and the early years of Primary School, in productions of this nature. The first study, of the bibliographical type, with a descriptive-discursive bias, used a qualitative approach. It aimed to identify national and international research on the principles of UDL, with a focus on early childhood education and the early years of elementary school. The results revealed a lack of national scientific publications on the subject and the need for more discussion on the application of these principles in mediation, especially in the production of stories. The second study, with a qualitative, exploratory-descriptive approach, aimed to characterize the pedagogical strategies and resources adopted by teachers in story production practices and to analyse children's participation in these activities. The investigations took place in four municipal schools in a city in the interior of the state of São Paulo, in six common kindergarten classrooms and eight elementary school classrooms, which cater for heterogeneous classes. Data was collected by observing teaching practices, recorded in a protocol drawn up for this purpose and in a field diary. One kindergarten class and two elementary school classes were selected to present the results. The analysis of the data generated with three teachers and 58 children revealed teaching strategies and the use of resources that proved to be effective for interventions with some of these children, but showed little variability in the participation of all the children in the proposed productions. The third study, with a qualitative, exploratory-descriptive approach, aimed to build a story program based on the principles of DUA and PRONARRAR, test the effects of this initial story program and analyze elements of the children's participation, using different materials from the initial parts of this program. This construction generated four different forms of presentation: articulated three-dimensional scenery, a support kit, audio description and Supplementary and Alternative Communication resources. Two nursery classes and two elementary school classes took part in this study. The research instrument adopted was a script for applying the program. The data was recorded on video and in a field diary. The results describe the construction of the initial stages of the program and elements about the participation of 52 children from three of these classes in the survey of a preliminary part of this program. The data obtained indicated that the program had multiple modes of presentation, action and expression and implication, engagement and involvement, favoring the participation of children with different profiles in the production of stories. It was also found that they kept their attention during the presentation of the materials and there were indicators that they intended to produce a story. It was possible to conclude that the program maximized the participation, involvement and engagement of all the children in story production through the use of the different materials it included. In the Recommendations section, there are some guidelines and suggestions for future uses of the program developed.
The central theme of this research was the use of Universal Design for Learning (UDL) principles in a proposal for story production with children in the early stages of primary education. Three studies were organized, with specific problematizations, which contributed to achieving the general objective of this thesis: to develop and analyse the effects of an initial programme for story production based on UDL principles, aimed at the participation of children in Early Childhood Education and the early years of Primary School, in productions of this nature. The first study, of the bibliographical type, with a descriptive-discursive bias, used a qualitative approach. It aimed to identify national and international research on the principles of UDL, with a focus on early childhood education and the early years of elementary school. The results revealed a lack of national scientific publications on the subject and the need for more discussion on the application of these principles in mediation, especially in the production of stories. The second study, with a qualitative, exploratory-descriptive approach, aimed to characterize the pedagogical strategies and resources adopted by teachers in story production practices and to analyse children's participation in these activities. The investigations took place in four municipal schools in a city in the interior of the state of São Paulo, in six common kindergarten classrooms and eight elementary school classrooms, which cater for heterogeneous classes. Data was collected by observing teaching practices, recorded in a protocol drawn up for this purpose and in a field diary. One kindergarten class and two elementary school classes were selected to present the results. The analysis of the data generated with three teachers and 58 children revealed teaching strategies and the use of resources that proved to be effective for interventions with some of these children, but showed little variability in the participation of all the children in the proposed productions. The third study, with a qualitative, exploratory-descriptive approach, aimed to build a story program based on the principles of DUA and PRONARRAR, test the effects of this initial story program and analyze elements of the children's participation, using different materials from the initial parts of this program. This construction generated four different forms of presentation: articulated three-dimensional scenery, a support kit, audio description and Supplementary and Alternative Communication resources. Two nursery classes and two elementary school classes took part in this study. The research instrument adopted was a script for applying the program. The data was recorded on video and in a field diary. The results describe the construction of the initial stages of the program and elements about the participation of 52 children from three of these classes in the survey of a preliminary part of this program. The data obtained indicated that the program had multiple modes of presentation, action and expression and implication, engagement and involvement, favoring the participation of children with different profiles in the production of stories. It was also found that they kept their attention during the presentation of the materials and there were indicators that they intended to produce a story. It was possible to conclude that the program maximized the participation, involvement and engagement of all the children in story production through the use of the different materials it included. In the Recommendations section, there are some guidelines and suggestions for future uses of the program developed.
Descrição
Palavras-chave
Educação especial, Tecnologia assistiva, Inclusão escolar, Práticas pedagógicas, Histórias infantis, Special education, Assistive technology, School inclusion, Pedagogical practices, Children's stories
Como citar
LOPES, Valéria Rosa Farto. Efeitos de um programa baseado nos princípios do Desenho Universal para a Aprendizagem na participação de crianças em produções de histórias. 2024. 249 f. Tese (Doutorado em Educação) - Faculdade de Filosofia e Ciências, Universidade Estadual Paulista (Unesp), Marília, 2024.