Desenho universal para a aprendizagem como facilitador do ensino-aprendizagem de desenho técnico para estudantes surdos nos Institutos Federais

Abstract

The thesis is based on the author's experience as a teacher of Technical Drawing at the Federal Institute of Education, Science and Technology of Rio de Janeiro, Duque de Caxias campus (IFRJ CDuC), and on the challenge of making the content of the subject accessible to deaf students. The thesis aims to analyze the suitability of Universal Design for Learning (UDL) as a tool to facilitate the teaching and learning process. This objective is justified by its structure, principles, and practices aimed at eliminating accessibility barriers in the educational context. The methodological approach includes a literature review, interviews with Technical Drawing teachers, a focus group with students from the integrated secondary-level technical program, and an interview and case study involving a former deaf student. The research sought to gather information on the relevance of Universal Design for Learning (UDL), considering its alignment with inclusive and equitable education. The results demonstrated that UDL provides a favorable framework for addressing challenges associated with the teaching and learning process of Technical Drawing. It particularly benefits deaf students, as its principles and guidelines address the main barriers identified: dependence on mediation by a Libras interpreter, the need for flexibility in assessment strategies, and the importance of appropriate teaching resources, such as specific signs for technical terms. However, the study also indicates limitations that require adaptations for the implementation of UDL, as its application is affected by the "culture of surprise" (the absence of institutional communication regarding the student's enrollment), the lack of continuing education for teachers, and limited time available for planning, particularly between the teacher and the interpreter. It is concluded that UDL is indeed a facilitator; however, its implementation requires a comprehensive transformation that, beyond its principles and guidelines, involves the effective application of the institution's established inclusion policy, the enhancement of teacher training, and investment in the development of specific resources for Professional and Technological Education.