Desenho Universal na Aprendizagem e autoscopia: formação continuada docente para a inclusão escolar de alunos com TEA

Abstract

In an attempt to collaborate with the process of reflective training of education professionals, who work with students with Autism Spectrum Disorder (ASD) within the context of a common school, the present research was elaborated, having as it a general objective: to analyze the effects of the process of autoscopy and the planning of activities based on the guidelines of the Universal Design for Learning (UDL) in the pedagogical practice of education professionals. As specific objectives we have the following points: 1) To verify the effects of autoscopy on the pedagogical performance of education professionals, through reflection on their practices; 2) To verify the effects of the teaching strategies contained in the DUA guidelines, on the behavior and learning of students with ASD. Autoscopy is a procedure that allows professionals to carry out self-assessment of their practices based on videotaped images. In this study, sessions were held to record the pedagogical practice of education professionals so that, later, they could observe the material collected and carry out a reflective assessment of their performances. Linked to autoscopy, theoretical meetings were held to study the structure of the DUA. The organization of the research was based on the use of a quasi-experimental intra-subjects design, containing four baseline sessions and five intervention sessions. The autoscopy procedures, as well as the training course to study the DUA constituted the Independent Variables (VI) of the research. The intention is to verify if the use of VI implies and modifies the Dependent Variables (DV) listed. For this, it was proposed that the participating teachers film the sessions of assistance to their students and later meet with the researcher to analyze the material collected. The study took place in a public school in the city of Rio das Ostras-RJ and had as participants a regent teacher of the common teaching room, a teacher of the Multifunctional Resources Room, an educational assistant and two students with ASD. At the end of the research, it was possible to observe that the autoscopy, carried out from the perspective of the structure of the DUA, caused changes in the pedagogical practice of professionals, due to the reflections carried out that emerged based on their daily practices. The use of strategies contained in the networks, guidelines and checkpoints of the DUA, favored the creation of different teaching procedures, a fact that directly involved the behavior and participation of students during the activities that were proposed.