Formação em desenho universal para a aprendizagem com alunos: adaptação de jogos didáticos de inglês no Instituto Federal do Amapá

Abstract

This work aims to enhance pedagogical skills among students in the first grade of technical courses at the Federal Institute of Amapá – campus Macapá. The aim is to provide a training on the principles of Universal Design for Learning (UDL) in the creation and adaptation of English didactic games, in order to promote an inclusive and accessible education. We based ourselves on the UDL guidelines, available in the official website, “CAST”, Center for Applied Special Technology (2018). We analyzed aspects of English language teaching in Brazil, with the support of works by Polidório (2014) and Costa (2022), as well as the National Common Curriculum Base (2018). We consulted the works of Zerbato and Mendes (2018) and Heredero (2020) on school inclusion. To discuss didactic games, we referenced research by Blanco and Silva (2014); Scherer (2013) and Souza and Duarte (2018). This is a qualitative and descriptive study, in which three classes, from the first year of the high school at the Federal Institute of Amapá (IFAP) – campus Macapá, took part in a training course with the aim of enabling them in DUA concepts and strategies for creating and adapting English teaching games. Also, the training aimed to foster an understanding about the importance of inclusion in the learning process. The games were evaluated according to pre-selected criteria focused on inclusion and accessibility. It was concluded that the classes understood and applied the concepts explained in the training, since most of the games were accessible to more than one public, especially blind and low-vision people. Therefore, the games provided a positive experience for a greater number of people, democratizing the English learning.