Avaliação e design universal na educação superior: estudo no curso de graduação em Pedagogia de Instituição Federal de Ensino Superior (IPES)

Abstract

The study aims to investigate the contributions of universal design for learning in a Public Institution of Higher Education, based on the theoretical-practical model Universal Design for Learning (UDL). The research is structured according to the methodological proposal of De Bruyne, Herman and Shoutheete (1977) and its four methodological poles: epistemological, theoretical, morphological and technical. The epistemological pole deals with the epistemology of design, learning and evaluation from the philosophical presuppositions of Herbert Simon. This reflection generated in the light of Simon's thinking underlies the categories of the object of study and allows a better understanding about human behavior in the process of problem solving and decision making within educational organizations. In the theoretical pole, it highlights the discussion of the main concepts related to universal design in educational processes, including the main pedagogical approaches, as well as concepts related to universal design for evaluation. In the morphological pole, the UDL model is characterized, with the purpose of guiding the reflexive strategies fomenting opportunities of learning. In order to assess this morphological construction, the contributions of the structural-systemic evaluation model proposed by Lima (2008) were used. The technical pole consists of the description of the research methodology and concentrates on the integration of the poles with the field research in order to answer the research questions, based on the static methods and techniques necessary for the investigation of the object being studied. We adopted an applied, exploratory, descriptive qualitative-quantitative field research. The population, object of study was constituted by the students of the course of pedagogy, semipresencial modality, (class 2014.1 and 2017.1) of a Public University of Ceará. The research locus was composed of 110 students, distributed in the poles in the city of Beberibe, Brejo Santo, Caucaia (Flavio Marcílio), Caucaia (Polo Araturi), Itapipoca, Orós, Sobral and Russas, Ceará state. Mixed questionnaires (closed and open questions) corresponding to the profile of the respondents were applied, evaluation of the UDL model through an evaluation scale of 11 (eleven) items measured through the LIKERT scale, and user-student evaluation of the UDL application . The resulting data in its quantitative aspect were analyzed through the program Statistical Package for the Social Sciences (SPSS), version 20.0 for Windows and in its qualitative aspect with the aid of Computer Assisted Qualitative Data Analysis Software - CAQDAS (Altas.ti 8 ), version 8.1 for Windows. The results evidenced the effective contributions of the UDL model to learning, to the development of autonomy, accessibility and breakdown of methodological barriers in the educational context, making them more democratic and participatory.