| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 10.19 MB | Adobe PDF |
Autores
Orientador(es)
Resumo(s)
Este estudo investigou a necessidade de se implementar ferramentas tecnológicas na Universidade Agostinho Neto (UAN), em Angola, para garantir a acessibilidade digital e a inclusão de estudantes com deficiência visual. Adotou-se um desenho metodológico misto, combinando métodos qualitativos e quantitativos. Entre março de 2023 e setembro de 2024, aplicaram-se inquéritos a 140 participantes - 120 estudantes com deficiência visual, 10 docentes, 5 gestores e 5
técnicos de informática - selecionados de uma população de 1223 elementos, complementados por entrevistas semiestruturadas. A análise descritiva, aliada a uma etapa exploratória de teste de
soluções, revelou barreiras estruturais e pedagógicas, nomeadamente, turmas sobrelotadas,
infraestruturas tecnológicas inadequadas, ausência de software acessível, estruturas curriculares inflexíveis e a necessidade de formação em tecnologias inclusivas junto da comunidade académica.
Com base nos resultados obtidos, desenvolvemos um modelo estruturado, composto por quatro eixos estratégicos, designadamente: sugestão de adoção de tecnologias assistivas; criação de plataformas digitais acessíveis, em conformidade com a Web Content Accessibility Guideline; formação contínua de docentes e técnicos de informática; e a inclusão de práticas pedagógicas
adaptadas. A relevância do estudo reside na análise aprofundada do contexto institucional da Universidade Agostinho Neto e na construção de soluções reais, orientadas para a aplicabilidade
prática no ensino superior angolano. A concretização dessas mudanças exige responsabilidade institucional e governativa e garantias de financiamento sustentável.
This study investigated the need to implement technological tools at the Agostinho Neto University (UAN), in Angola, to ensure digital accessibility and the inclusion of students with visual impairments. A mixed-methods design was adopted, combining qualitative and quantitative approaches. Between March 2023 and September 2024, surveys were administered to 140 participants - 120 students with visual impairments, 10 lecturers, 5 managers, and 5 IT technicians - selected from a population of 1,223 individuals, complemented by semi-structured interviews. Descriptive analysis, combined with an exploratory phase of solution testing, revealed structural and pedagogical barriers, namely overcrowded classes, inadequate technological infrastructure, lack of accessible software, rigid curricula, and the need for training in inclusive technologies among the academic community. Based on the findings, a structured model was developed, comprising four strategic axes, namely: the adoption of assistive technologies; the creation of accessible digital platforms in line with the Web Content Accessibility Guidelines; continuous training of lecturers and IT technicians; and the inclusion of adapted pedagogical practices. The relevance of this study lies in the in-depth analysis of the institutional context of the Agostinho Neto University and the design of practical solutions tailored to the Angolan higher education setting. The implementation of these changes requires political and institutional commitment as well as guarantees of sustainable funding.
This study investigated the need to implement technological tools at the Agostinho Neto University (UAN), in Angola, to ensure digital accessibility and the inclusion of students with visual impairments. A mixed-methods design was adopted, combining qualitative and quantitative approaches. Between March 2023 and September 2024, surveys were administered to 140 participants - 120 students with visual impairments, 10 lecturers, 5 managers, and 5 IT technicians - selected from a population of 1,223 individuals, complemented by semi-structured interviews. Descriptive analysis, combined with an exploratory phase of solution testing, revealed structural and pedagogical barriers, namely overcrowded classes, inadequate technological infrastructure, lack of accessible software, rigid curricula, and the need for training in inclusive technologies among the academic community. Based on the findings, a structured model was developed, comprising four strategic axes, namely: the adoption of assistive technologies; the creation of accessible digital platforms in line with the Web Content Accessibility Guidelines; continuous training of lecturers and IT technicians; and the inclusion of adapted pedagogical practices. The relevance of this study lies in the in-depth analysis of the institutional context of the Agostinho Neto University and the design of practical solutions tailored to the Angolan higher education setting. The implementation of these changes requires political and institutional commitment as well as guarantees of sustainable funding.
Descrição
Tese apresentada no Ispa - Instituto Universitário, para obtenção do grau de Doutor em Ciências da Educação, na área de Especialização em Formação e Supervisão de Professores
Palavras-chave
Acessibilidade digital Defeciência visual Inclusão Tecnologia Universidade Agostinho Neto UAN Ferramentas tecnológicas Digital accessibility Visual impairment Assistive Technologies UAN. Classification (APA Thesaurus): 3570 – Special & Remedial Education.