Open educational resources from Profei's research line “Practices and training processes of educators for inclusive education”

some considerations

Authors

DOI:

https://doi.org/10.22483/2177-5796.2025v27id5674

Keywords:

open educational resource, inclusive education, training process.

Abstract

This article aims to present the partial results of the ongoing research entitled “Analysis of the dissertations of the Professional Master's Program in Inclusive Education in the National Network of the research line Practices and Formative Processes of Educators for Inclusive Education”, linked to the Study and Research Group on Learning Processes (GEP-PRoA). This is an analysis of the open educational resources of the dissertations defended up to 2022 by this center, from a higher education institution in the southern region of the country. As a methodological procedure, meta-research was employed, and seven resources made available on the institutional website were identified, selected and analyzed according to format, theme, teaching modality, target audience, curricular component and conditions contemplated and accessibility. The conclusion is that open educational resources offer a variety of means of appropriating knowledge in the area, such as problematization, experience reports, examples, academic papers, literature, films, glossaries, didactic schemes, among others. However, aspects related to accessibility could be further considered and the types of formats, themes, teaching modalities and target population could be expanded in future research.

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Author Biographies

  • Karen Ribeiro, State University of Ponta Grossa (UEPG)

    Graduated in Psychology from the Federal University of Bahia (UFBA) and
    Pedagogy from the University of São Paulo (USP), master’s degree in Social
    Psychology and doctorated in Education from the University of São Paulo (USP).
    Teacher in the Department of Education of the Master Professional Program in
    Inclusive Education (PROFEI) from the State University of Ponta Grossa (UEPG) in
    Ponta Grossa-Paraná. Member of the Study and Research Group on Learning
    Processes (Gep-ProA).

  • Débora Regina Gallo, State University of Ponta Grossa

    Graduated in Pedagogy from the Joinville Regional University (UNIVILLE)),
    specialist in Clinical and Institutional Psychopedagogy from the Catarinense
    Association of Education and in Immersive Practices in Education: Methodologies,
    Trends and Protagonism from the Bom Jesus Lutheran Higher Institute and
    Educational Center (IELUSC). Elementary school teacher in Joinville-SC City Hall

    and Bonja College in the same city. Master student in the Professional Master's
    Program in Inclusive Education (PROFEI) from the State University of Ponta Grossa
    (UEPG), in Ponta Grossa- Paraná. Member of the Study and Research Group on
    Learning Processes (Gep-ProA).

  • Carla Nunes Alves , State University of Ponta Grossa (UEPG)

    Graduated in Pedagogy from the University Centre of Goiás, specialist in Early
    Childhood Education, Literacy and Beginning Literacy, and Specialized Educational
    Assistance with an Emphasis on Specialized Educational Assistance from the
    Brazilian Faculty of Education and Culture (FABEC). Pedagogue in Goiânia-GO City
    Hall. Master student in the Professional Master's Program in Inclusive Education
    (PROFEI) from the State University of Ponta Grossa (UEPG) in Ponta Grossa-
    Paraná. Member of the Study and Research Group on Learning Processes (Gep-
    ProA).

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Published

2025-12-17

Issue

Vol. 27 (2025): Publicação Contínua

Section

Dossiê - Tecnologias e acessibilidade na educação presencial, a distância e remota: para ressignificar uma escola inclusiva

License

Copyright (c) 2025 Karen Ribeiro, Débora Regina Gallo, Carla Nunes Alves

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

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How to Cite

RIBEIRO, Karen; GALLO, Débora Regina; ALVES , Carla Nunes. Open educational resources from Profei’s research line “Practices and training processes of educators for inclusive education”: some considerations. Quaestio - Revista de Estudos em Educação, Sorocaba, SP, v. 27, p. e025051, 2025. DOI: 10.22483/2177-5796.2025v27id5674. Disponível em: https://periodicos.uniso.br/quaestio/article/view/5674. Acesso em: 15 jun. 2026.