Parâmetros gráfico-inclusivos para o desenvolvimento de objetos de aprendizagem digitais voltados ao público infantil
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Data
2018-08-30
Autores
Morasco Junior, Marcos Airton
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Universidade Estadual Paulista (Unesp)
Resumo
Essa dissertação de mestrado apresenta uma investigação com foco no Design Gráfico Inclusivo aplicado à área da Educação. Propõe uma revisão bibliográfica em áreas como o design gráfico, design inclusivo, design educacional, necessidades educacionais especiais, educação especial, tecnologias assistivas, inclusão digital e acessibilidade web, além de reflexões a respeito do desenvolvimento de materiais digitais acessíveis, que possam atender também às crianças com necessidades específicas de aprendizagem. Objetiva analisar, comparar e gerar diretrizes e parâmetros projetuais em design gráfico para o desenvolvimento de objetos de aprendizagem digitais que sejam acessíveis ao público infantil, contemplando tanto crianças normotípicas, como aquelas com necessidades educacionais especiais, como dislexia, cegueira, baixa-visão, daltonismo, surdez e baixa-audição, visando inovar os métodos de ensino-aprendizagem para esse público. Elenca, compara e analisa recomendações de acessibilidade relacionados à identidade gráfica de um ambiente digital (tipografia, cores, mídias, elementos interativos e de acessibilidade web), provindos de pesquisas teóricas e dos órgãos de fomento a acessibilidade: WCAG (2014) e E-MAG (2014), de caráter exploratório descritivo e empírico. Pretende ainda, por meio de pesquisa de campo, com a aplicação de um objeto de aprendizagem digital inclusivo a uma amostra de conveniência de nove usuários e auxílio da tecnologia de eye-tracking, colocar à prova recomendações projetuais para o desenvolvimento de materiais digitais, que atendam a crianças com ou sem necessidades educacionais especiais, dentre elas, distúrbios de aprendizagem e de percepção, demonstrando o Design Gráfico Inclusivo como ferramenta essencial, que colabora no direcionamento teórico e técnico e auxilia diretamente na escolha das recomendações gráfico-inclusivas elencadas durante este trabalho.
This dissertation presents an investigation focusing on the Inclusive Graphic Design applied to the area of Education. It proposes a bibliographic review in areas such as graphic design, inclusive design, educational design, special educational needs, special education, assistive technologies, digital inclusion and web accessibility, as well as reflections on the development of accessible digital materials that can atend children with specific learning needs. It aims to analyze, compare and generate design guidelines and parameters in graphic design for the development of digital learning objects that are accessible to children, contemplating both normotypic children and those with special educational needs such as dyslexia, blindness, low vision, color blindness, deafness and low-hearing, aiming to innovate teaching-learning methods for this audience. Lists, compares and analyzes accessibility recommendations related to the graphic identity of a digital environment (typography, colors, media, interactive elements and web accessibility), coming from theoretical research and from the agencies promoting accessibility: WCAG (2014) and E-MAG (2014), with a descriptive and empirical exploratory character. It also intends, through field research, to apply an inclusive digital learning object to a convenience sample of nine users and aid in eye-tracking technology, to test design recommendations for the development of digital materials, which children with or without special educational needs, among them, learning and perception disorders, demonstrating Inclusive Graphic Design as an essential tool that collaborates in the theoretical and technical direction and directly assists in the choice of graphic-inclusive recommendations during this paper.
This dissertation presents an investigation focusing on the Inclusive Graphic Design applied to the area of Education. It proposes a bibliographic review in areas such as graphic design, inclusive design, educational design, special educational needs, special education, assistive technologies, digital inclusion and web accessibility, as well as reflections on the development of accessible digital materials that can atend children with specific learning needs. It aims to analyze, compare and generate design guidelines and parameters in graphic design for the development of digital learning objects that are accessible to children, contemplating both normotypic children and those with special educational needs such as dyslexia, blindness, low vision, color blindness, deafness and low-hearing, aiming to innovate teaching-learning methods for this audience. Lists, compares and analyzes accessibility recommendations related to the graphic identity of a digital environment (typography, colors, media, interactive elements and web accessibility), coming from theoretical research and from the agencies promoting accessibility: WCAG (2014) and E-MAG (2014), with a descriptive and empirical exploratory character. It also intends, through field research, to apply an inclusive digital learning object to a convenience sample of nine users and aid in eye-tracking technology, to test design recommendations for the development of digital materials, which children with or without special educational needs, among them, learning and perception disorders, demonstrating Inclusive Graphic Design as an essential tool that collaborates in the theoretical and technical direction and directly assists in the choice of graphic-inclusive recommendations during this paper.
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Palavras-chave
Design gráfico inclusivo, Deficiências, Dislexia, Baixa-visão, Surdez, Inclusive graphic design, Deficiencies, Dyslexia, Low vision, Deafness