Resumen de Remote teaching and inclusive education: approximations with Universal Design for Learning

Elizabete Cristina Costa Renders, Debora de Lourdes da Silva Sous, Ana Carolina Valverde Bresciani

• español

  Este artículo es el resultado de la aproximación entre dos investigaciones en el área de la educación: una investigación de iniciación científica con promoción de la FAPESP y una investigación de maestría en PPGE/USCS. Ambos se basaron en el paradigma de la inclusión y los princípios del diseño universal para el aprendizaje y se realizó en el contexto del cierre de escuelas, debido a la pandemia de COVID-19 entre 2020 y 2021. El objetivo fue promover una interfaz entre los principios del DUA y el enfoque curricular en la enseñanza remota de emergencia. Fueron investigaciones empíricas que combinaron la investigación narrativa y la investigación de desarrollo. El instrumento fueron las ruedas de conversación realizadas con profesores que actúan en el gran ABC Paulista. Entre los resultados, destacamos, en primer lugar, el hecho de que la enseñanza remota arroja luz sobre la gran desigualdad social y educativa en Brasil y la necesidad de eliminar las barreras digitales. Como ejemplo, se cita la enseñanza remota asincrónica en material impresso, algo contradictorio en una sociedad digital. En segundo lugar, en la enseñanza remota, era necesario ampliar el grado de influencia del aprendiz en el proceso de enseñanza, siendo la DUA un apoyo para los docentes con el fin de minimizar la necesidad de adaptación curricular.

• English

  This article results from the approximation between two researches in the area of education, a scientific initiation research with promotion of FAPESP and a master’s survey at PPGE/USCS. Both were based on the paradigm of inclusion and the principles of the Universal Design for Learning and were carried out in the context of the closure of schools due to the COVID-19 pandemic between 2020 and 2021. The objective was to promote an interface between UDL principles and the curriculum approach in emergency remote teaching. It was empirical investigations that combined narrative research and development research. The instruments were the wheels of conversations held with teachers working in the great ABC Paulista. Among the results, stands out, first, the fact that remote teaching places light on the great social and educational inequality in Brazil and the need to remove digital barriers. As an example, we mention asynchronous remote teaching in printed material, something contradictory in a digital society. Second, in remote teaching it was necessary to extend the degree of influence of the learner in the teaching process, being the UDL a support for teachers in order to minimize the need for curricular adaptation.

• português

  This article results from the approximation between two researches in the area of education: a scientific initiation research with promotion of FAPESP and a master’s survey at PPGE/USCS. Both were based on the paradigm of inclusion and the principles of the Universal Design for Learning and were carried out in the context of the closure of schools due to the COVID-19 pandemic between 2020 and 2021. The objective was to promote an interface between UDL principles and the curriculum approach in emergency remote teaching. It was empirical investigations that combined narrative research and development research and as instrument were held wheels of conversations with teachers working in the great ABC Paulista. Among the results, stands out the fact that remote teaching places light on the great social and educational inequality in Brazil, evidenced, for example, by the development of asynchronous remote teaching in printed material, something contradictory in a digital society. In addition to this need to remove digital barriers, in remote teaching it was necessary to extend the degree of influence of the learner in the teaching process and the UDL supported teachers, as it minimizes the need for curricular adaptation.