Avaliação da qualidade de audiodescrição em materiais didáticos

Abstract

This study addresses the implementation of standardized criteria in the creation of audio descriptions (AD) in educational materials to improve accessibility for students with visual impairments. The study began with a Systematic Literature Review (SLR) to identify gaps in current knowledge regarding the creation and application of AD in educational contexts. The absence of clear guidelines led to the formulation of specific quality criteria for AD in educational materials based on Universal Design for Learning (UDL) and Audio Description Project (ADP) e o American Council of the Blind (ACB). The methodology involved multiple sessions where AD experts applied and evaluated these criteria in five scenarios of educational materials in the areas of Portuguese, Mathematics, and Sciences for Elementary and Middle School levels. The research followed the following phases: initial characterization of participants' proficiency without using the criteria, intervention and familiarization with the criteria checklist, application of the criteria and analysis of these in scenarios, and finally, evaluation of the proposed checklist. This approach allowed for assessing the usefulness and applicability of the developed quality criteria, providing valuable insights into their effectiveness in improving accessibility and the educational experience of students with visual impairments. The results demonstrated that the use of a checklist based on specific quality criteria for AD contributes to standardization and improvement in the quality of audio descriptions. The application of the criteria resulted in a positive perception of the quality of AD by the participants, suggesting that audio description, when well executed following clear and objective criteria, enriches educational material, making it accessible and inclusive. However, areas for improvement were identified, especially regarding the clarity and consistency of some AD. The study concludes that establishing and applying standardized criteria for the development and evaluation of AD in educational materials is essential to foster inclusion and access to knowledge, benefiting not only students with visual impairments but also raising the overall quality of educational materials. This advancement represents an important step towards richer and more inclusive pedagogical practices, offering a valuable resource for educators and professionals involved in the production and evaluation of accessible educational materials.