Desenho universal para aprendizagem no ensino das ciências ambientais : um olhar a partir de alunos com deficiência e sem deficiência

Abstract

The Special Education, Specialized Educational Care or Inclusive Education are part of a complex educational setting. This theoretical and discursive space explores various elements of education aimed at people with disabilities (PWD) (ARAUJO and FERRAZ, 2010). The process of integration (1970-1990) has been replaced by the process of inclusion (1990-2000) and today we have been thinking of proposals for universal access through, for example, of the application of Universal Design for Learning (UDL) in learning environments. This innovative, differentiated and interdisciplinary methodology proves to be an educative proposal for people with disabilities and for teaching of the Environmental Sciences. This paper aims to apply a didactic game with the characteristics of UDL while evaluating the inclusive education policy of the UFSC College of Application (CA / UFSC), as well as inserting the discussion on Universal Design (UD) and UDL in this environment. The use of games, plays and playful elements in schools is pointed as a quite diverse and attractive pratical-theorical solution for the student and the educator by allowing students to participate, interact, approach and share physical and knowledge spaces. The process of inclusion of students with disabilities, as advocated by the legislation, preferably in the regular education network, has in the didactic games a potential instrument for the effective application of extend that asserts the concept of inclusion. It starts from the problem of how the relationship between these two publics occurs, people with and without disabilities, and especially if a didactic game can alter the relationships built between these publics. For the evaluation of this scenario, statistical and scientific models are used that demonstrate purpose with the hypothetical-deductive method. The methodology used here started on the conformation of research instruments validated by technical referees from areas such as inclusive education and environmental sciences, using the Delphi method to obtain consensus of the questionnaires scripts to be used for data collection. The questionnaires were based on the Linkert scale (GIL, 1999) so that it was possible to structure and organize the data seeking relationships and patterns between the answers given in two moments: in the pretest and posttest, which fits this study in a almost-experimental model. Still there was A control group adopted so that it was possible to clarify if the change, if found, is a false positive, which in statistics is considered as “Type I error”. The results showed that the application of the didactic game allied to the construction of knowledge in the classroom, taking into account the discussions extended by the student's experience, reconstruct the concepts elaborated by them. The didactic game proved to be a positive methodology because it also reworked in the students interpersonal relationships. While the universalization process is a complex process of inclusion-exclusion, the autonomy of students with disabilities becomes more urgent and the process of social democratization is the necessary first step towards the construction of an environmental democracy that questions the founding bases, even, of the very process of inclusion-exclusion that occurs in society.