Plataforma digital acessível para o ensino de frações
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Data
2022-10-31
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Universidade Estadual Paulista (Unesp)
Resumo
Esta dissertação foi desenvolvida no âmbito do Programa de Pós-Graduação Mestrado Profissional em Educação Inclusiva – PROFEI da Universidade Estadual Paulista, Faculdade de Ciências e Tecnologia, inserido na linha de pesquisa Inovação Tecnologia e Tecnologia Assistiva. O objetivo foi investigar a realidade dos recursos de acessibilidade digital presentes em plataformas/objetos educacionais na Web, e desenvolver um protótipo de objeto de aprendizagem de ensino do conteúdo de fração. Componente do currículo da disciplina de Matemática, acessível tanto do ponto de vista sensorial quanto pedagógico, que permita ao aluno com deficiência o acesso a esse conteúdo independente da sua condição e que o professor da sala de aula regular e do Atendimento Educacional Especializado possa utilizá-lo como ferramenta de ensino deste conteúdo, tendo como parâmetro para a produção deste produto educacional as diretrizes internacionais de acessibilidade na Web propostos pela Diretrizes de Acessibilidade para Conteúdo Web (Web Content Accessibility Guidelines). Ao longo da pesquisa se verificou a ausência de objetos e plataformas digitais educacionais acessíveis, como também o grande desafio em desenvolver mecanismos digitais que possam promover a equidade e atender as demandas de acessibilidade, tanto quantitativa quanto qualitativa desse alunado, seus avanços pedagógicos e a aprendizagem dos conteúdos desenvolvidos na sala de aula do ensino comum e na sala de Atendimento Educacional Especializado. Após análise das diretrizes de acessibilidade na Web e de inúmeras ferramentas de acessibilidade digital, foi possível desenvolver um pacote de ferramentas de acessibilidade que permite que a pessoa com deficiência possa acessar o conteúdo proposto no protótipo com autonomia, tanto sensorial quanto pedagógica. Espera-se que os professores possam ter nesse produto um material didático norteador na produção de atividades acessíveis.
This dissertation was developed within the scope of the Postgraduate Professional Master’s Program in Inclusive Education – PROFEI at Sao Paulo State University (Unesp), Faculty of Science and Technology, inserted in the research line Innovation Technology and Assistive Technology. The objective was to investigate the reality of digital accessibility resources present in educational platforms/objects on the Web, and to develop a prototype learning object for teaching fraction content. Component of the Mathematics curriculum, accessible both from a sensory and pedagogical point of view, which allows students with disabilities access to this content regardless of their condition and which the teacher in the regular classroom and in the Specialized Educational Service can use as a teaching tool for this content, having as a parameter to produce this educational product the international the Web Content Accessibility Guidelines. Throughout the research, the absence of accessible educational digital objects and platforms was verified, as well as the great challenge in developing digital mechanisms that can promote equity and meet the demands of accessibility, both quantitative and qualitative, of these students, their pedagogical advances and learning of the contents developed in the common teaching classroom and in the Specialized Educational Assistance room. After analyzing the accessibility guidelines on the Web and numerous digital accessibility tools, it was possible to develop a package of accessibility tools that allows people with disabilities to access the content proposed in the prototype with autonomy, both sensory and pedagogical. It is expected that teachers can use this product as a guiding didactic material in the production of accessible activities.
This dissertation was developed within the scope of the Postgraduate Professional Master’s Program in Inclusive Education – PROFEI at Sao Paulo State University (Unesp), Faculty of Science and Technology, inserted in the research line Innovation Technology and Assistive Technology. The objective was to investigate the reality of digital accessibility resources present in educational platforms/objects on the Web, and to develop a prototype learning object for teaching fraction content. Component of the Mathematics curriculum, accessible both from a sensory and pedagogical point of view, which allows students with disabilities access to this content regardless of their condition and which the teacher in the regular classroom and in the Specialized Educational Service can use as a teaching tool for this content, having as a parameter to produce this educational product the international the Web Content Accessibility Guidelines. Throughout the research, the absence of accessible educational digital objects and platforms was verified, as well as the great challenge in developing digital mechanisms that can promote equity and meet the demands of accessibility, both quantitative and qualitative, of these students, their pedagogical advances and learning of the contents developed in the common teaching classroom and in the Specialized Educational Assistance room. After analyzing the accessibility guidelines on the Web and numerous digital accessibility tools, it was possible to develop a package of accessibility tools that allows people with disabilities to access the content proposed in the prototype with autonomy, both sensory and pedagogical. It is expected that teachers can use this product as a guiding didactic material in the production of accessible activities.
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Palavras-chave
Plataforma digital, Acessibilidade digital, Educação inclusiva, Digital platform, Digital accessibility, Inclusive education