<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0100-3143</journal-id>
<journal-title><![CDATA[Educação e Realidade]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Real.]]></abbrev-journal-title>
<issn>0100-3143</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Rio Grande do Sul - Faculdade de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0100-31432021000400601</article-id>
<article-id pub-id-type="doi">10.1590/2175-623695398</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Contribuições do Desenho Universal para Aprendizagem à Educação a Distância]]></article-title>
<article-title xml:lang="en"><![CDATA[Contributions of the Universal Design for Learning to Distance Education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Böck]]></surname>
<given-names><![CDATA[Geisa Letícia Kempfer]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gesser]]></surname>
<given-names><![CDATA[Marivete]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nuernberg]]></surname>
<given-names><![CDATA[Adriano Henrique]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Florianópolis SC]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Florianópolis SC]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>46</volume>
<numero>4</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-31432021000400601&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-31432021000400601&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-31432021000400601&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Práticas sensíveis e acolhedoras à variação humana são necessárias na educação. Neste estudo objetivou-se identificar se cursistas reconhecem a contribuição dos recursos disponibilizados e organizados a partir do framework do Desenho Universal para Aprendizagem em seus processos de participação com agência, permanência e engajamento em um curso de educação a distância. A perspectiva teórico-metodológica pautou-se nos Disability Studies e os dados foram coletados a partir de três técnicas: Diários Pessoais, Mapeamento Comportamental e Vestígios Ambientais, com posterior análise de conteúdo. Os resultados apontaram que, quando um curso é planejado com base no framework do DUA, muitas das necessidades dos estudantes com deficiência são contempladas e as barreiras restantes são comuns à maioria dos aprendizes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Sensitive and welcoming human variation practices are necessary in education. This study was designed to identify if students in the course recognize the contribution of the resources made available and organized through the Universal Design for Learning framework in their agency participation, permanence and engagement processes in a distance education course. The theoretical-methodological perspective was based on the Disability Studies and the data was collected from three techniques: Personal Diaries, Behavioral Mapping and Environmental Traces, with subsequent content analysis. The results showed that when a course plan is based on the DUA framework, many of the needs of students with disabilities are covered and the remaining barriers are common to most of the learners.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação a Distância]]></kwd>
<kwd lng="pt"><![CDATA[Desenho Universal para Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Deficiência]]></kwd>
<kwd lng="en"><![CDATA[Distance Education]]></kwd>
<kwd lng="en"><![CDATA[Universal Design for Learning]]></kwd>
<kwd lng="en"><![CDATA[Disability]]></kwd>
</kwd-group>
</article-meta>
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