Recursos Educacionais Abertos acessíveis e baseados no Desenho Universal para Aprendizagem

• Ano de defesa: 2024
• Autor(a) principal: Schmitz, Daniele dos Anjos
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação; UFSM; Programa de Pós-Graduação em Educação; Centro de Educação
• Palavras-chave em Português: Educação superior a distância; Acessibilidade; DUA; REA; Inclusão; Distance higher education; Accessibility; UDL; OER; Inclusion; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/34373

This thesis, linked to the research line "Special Education, Inclusion, and Difference", within the Doctorate in Education at the Graduate Program in Education of the Federal University of Santa Maria - RS, aims to contribute to the implementation of inclusive pedagogical practices in Higher Education distance learning courses. This is achieved by combining the principles of Accessibility, Open Educational Resources (OER), and Universal Design for Learning (UDL) in the development of instructional planning with accessible digital OER. Specifically, it aims to analyze contributions and gaps in the development of instructional planning with accessible digital OER and inclusive pedagogical practices in academic publications that jointly address Accessibility, OER, and UDL; identify the prior knowledge of Higher Education distance learning instructors regarding the principles of Accessibility, OER, and UDL, as well as their inclusive pedagogical practices; and to plan, implement, and evaluate the effects of a pedagogical intervention integrating the principles of Accessibility, OER, and UDL, fostering teachers' understanding and autonomy in developing instructional planning with accessible digital OER. With these purposes in mind, the thesis defends the argument that "the production and sharing of Open Educational Resources (OER) integrating the principles of Accessibility and Universal Design for Learning (UDL) are essential for implementing inclusive pedagogical practices. This combination enhances the teaching and learning process, reduces barriers, expands learning opportunities, and promotes autonomy, accessibility, access, and inclusion, addressing student diversity and needs." To this end, an applied research study with a qualitative approach was conducted, classified as exploratory and descriptive regarding its objectives, and primarily designed as a pedagogical intervention research. The study included a theoretical framework on Distance Higher Education, Open Educational Resources, Accessibility, and Universal Design for Learning. The research participants were instructors from distance learning undergraduate programs at the Federal University of Pampa (Unipampa). Data were collected through bibliographic and documentary research, along with a diagnostic questionnaire and an evaluation questionnaire on the pedagogical intervention. The procedures adhered to ethical research principles involving human subjects, through an informed consent form and a confidentiality agreement, both duly accepted and submitted digitally by participants. The collected data were analyzed using triangulation and content analysis based on Bardin (2011). Through the analysis and discussion of the results, the hypotheses were confirmed, and the objectives were achieved. Thus, it was found that the pedagogical intervention contributed to the implementation of inclusive pedagogical practices by instructors, enabling them to develop instructional planning with accessible digital OER. This research is expected to encourage new inclusive pedagogical practices, promoting accessibility, overcoming barriers, and expanding opportunities for access and learning.