Acessibilidade Digital em Ambientes Virtuais de Aprendizagem : uma Revisão Sistemática Resumo

Information and Communication Technologies are present in people’s daily lives, causing changes in entertainment, professional personal contact, and learning. E-learning courses use these resources through Virtual Learning Environments. In this context, it is essential that this environment has accessibility resources so people with disabilities can also follow the course. This article aims to 1) To identify the studies that are carried out with the objective of providing digital accessibility in E-learning courses; 2) To compare the selected studies to verify possible common characteristics between the researches; 3) To present the results of the analysis done, showing the similarities and differences between the research analyzed. A systematic review was carried out with articles, using as descriptors: “Virtual learning environment”, “Accessibility” and “Disability”, in which 14 articles were selected. The review found that most of the studies analyzed include people with visual impairments, use Moodle as a Virtual Learning Environment, and W3C and WCAG accessibility guidelines were identified as common in almost all articles studied. Developing proposals for accessible courses requires a multidisciplinary team, with accessibility planning from its conception. This avoids rework, costs, and expands the accessibility culture. Despite the presented studies, it is observed that accessibility in E-learning courses will still have a long way to go.


Introduction
The advancement of technological resources has promoted changes in society and this has repercussions in the educational area. These resources have contributed to the implementation of Distance Education (DE) by several educational institutions.
DE breaks through the barriers of space and time, as students can access the course environment whenever and wherever they are, as long as they have the minimum resources needed for such access.
The DE is more than a set of students and tutors communicating with each other through technologies, it is a set of elements (Institution, Quality, Evaluation, Pedagogical Model, Infrastructures, Course/ Curriculum, Teacher, Tutor, Technologies and the Student), all interconnected and working together for collective success to be verified (VIEIRA BARROS; GUERREIRO, 2019, p. 413). DOS  Blackboard are examples of some of these environments. Considering the importance of permanent learning, the potential reach of this teaching modality and the advantages provided by online environments, they must offer accessibility resources.
For Salton, Agnol, Turcati (2017, p. 11) "[...] accessibility is to offer possibilities to overcome the barriers that exist in society, ensuring that all people can participate in the various social spheres." Considering the use of information and communication technologies, accessibility corresponds to the user's access to the desired information, considering its limitations that may be " [...] physical, auditory, visual, financial, technological or cultural" (MOREIRA, 2011, p. 11).
Distance Education in the context of inclusive education has the potential to become a tool that helps in the realization of the right to education of the various subjects with or without special needs. The use of Information and Communication Technologies (ICTs) in education has then been recognized as a potential resource for access to and promotion of learning (SOUZA; NAZÁRIO; LIMA, 2018, p. 02).
Although DE is a proposal for the democratization of education, and people with disabilities are protected by the laws for access to education, in Brazil, the practice of accessibility is still reduced (OLIVEIRA; SILVA, 2019).
For Pereira, Silva (2019, p. 03), " [...] ensuring accessibility is outside the scope of thinking of it as an improvement or bonus to users of technological tools, be they apps, websites or complex systems, is a right...". Universal Design and Assistive Technologies (AT) feature compatibility are part of the solution to make DE inclusive, and thus include students, tutors, and teachers (MELO, 2012).
The concepts of accessibility and universal design are closely linked and related to the inclusion process of people with disabilities, also favoring human diversity and contributing to improving the quality of life of all (SCHLÜNZEN JUNIOR;MALHEIRO;SCHLÜNZEN;VIGENTIN, 2016, p. 121).
The accessibility suggested recommendations by the W3C (World Wide Web Consortium) and WCAG 2.0 (Web Content Accessibility Guidelines), as well as the evaluation of ATs, should be present in the planning of inclusive courses (QUEIROZ, 2019).
ATs are hardware and software designed to serve as digital accessibility tools for people with disabilities... aim to serve a target audience consisting of people with functional limitations -physical or sensory (QUEIROZ, 2019, p. 349).
In view of the context presented, this article aims to: 1) identify the studies that are being conducted with the objective of providing digital accessibility in distance learning courses; 2) to compare the selected studies to verify possible characteristics common to the researches; 3) to present the results of the comparison made, showing the similarities and differences between the analyzed studies.
DOS SANTOS, C. E. R. et al.

Method
Our descriptive-discursive study is characterized as a literature review. The review papers are defined by Noronha andFerreira (2000, p. 191 apud MOREIRA, 2004, p. 22) as [...] studies that analyze the bibliographic production in a given thematic area, within a time cut, providing an overview or a state-of-the-art report on a specific topic, evidencing new ideas, methods, subthemes that have received greater or lesser emphasis in the selected literature.
"It is, therefore, a type of text that gathers and discusses information produced in the area of study" (MOREIRA, 2004, p. 22). "It serves to position the reader of the work and the researcher himself about the advances, setbacks or areas covered in penumbra" (IBID., p. 23).
The main types of literature review are: Narrative, Systematic and Integrative, having its definition according to the method of elaboration. We understand that our literature review is of the systematic type, since "[...] is a form of research that uses as a data source the literature on a given theme" (SAMPAIO; MANCINI, 2007, p. 84). In addition, it should be used " [...] for the survey of available scientific production and for the (re)construction of networks of thoughts and concepts, which articulate knowledge from various sources in an attempt to walk paths in the direction of what one wishes to know" (GOMES; CAMINHA, 2014, p. 396).
In order to raise and analyze the national productions that discuss Accessibility in Virtual Learning Environments for people with disabilities, we chose, among the various database options, the Brazilian Digital Library of Theses and Dissertations (BDLTD), which is a Brazilian portal of scientific information that operates in the expansion and consolidation of Stricto Sensu Graduate Studies throughout the country , which integrates and disseminates the full texts of theses and dissertations defended in Brazilian institutions of teaching and research.
Seeking works that interconnect themes such as Accessibility, Virtual Environment for Learning and Disability was a motivating factor for this systematic review. We understand that studies that deal with these themes can contribute greatly to the understanding of how people with disabilities are being contemplated in courses offered in the distance modality, being possible to verify which virtual learning environments are most used and, mainly, how accessibility for these people is thought of in these environments. The papers found were identified, compiled, organized, analyzed, and presented below.

Methodological path
We started our searches by defining the descriptors to be used in the BDLTD database, based on the themes of our interest, and the following keywords were defined: Accessibility, Disability and Virtual Learning Environment.
From the definition of the research locus, we used the descriptors "Accessibility AND Disability AND Virtual Learning Environment" and obtained as results 16 studies, two doctoral theses and 14 master's dissertations.
In the next step, in order to select the works that would actually be part of our review, we apply some criteria, both inclusion and exclusion. We start with an exclusion criterion by applying a time filter.
We defined an interval of 10 years, considering all the research conducted from 2010, because we understand that, in this last decade, studies involving Distance Education and, consequently, virtual DOS SANTOS, C. E. R. et al.
EaD em Foco, 2020; 11(1): e1143 learning environments, have grown exponentially (UNIVERSIA, 2016apud KENSKI, 2017. Our interest was to investigate how accessibility and people with disabilities are contemplated in this model of education.
After delimiting the time interval that interested us, we excluded only one survey, which was conducted in 2002. This confirms our impression that most of the research on the topics of our interest has focused on the last decade.
After applying the exclusion criterion, we started to apply the inclusion criterion. In this sense, we were very objective, because the research to be selected, mandatorily, should contemplate the descriptors defined by us: Accessibility, Disability and Virtual Learning Environment. After checking all 15 remaining searches, we ended up excluding only one, since it did not include the descriptor "Virtual Learning Environment". This was a research that dealt with Public Accessibility Policies in educational institutions.
We completed our survey, after applying the exclusion criterion and the inclusion criterion, with 14 papers, two doctoral theses and 12 master's dissertations. All the documents that have been analyzed are presented in Table 1.

Results
We dedicate this section to present the results of the analyses made, as well as to describe the bibliographic review of each of the selected papers, ordered according to Chart 1.
Chilingue (2018)  Eight two-hour meetings were held to conduct the semi-structured interview and to observe the use of the environment by the guests.
The results showed that what environment is inclusive and that has accessibility and usability resources for inclusion of PVI, but there is a need for some adjustments. Higher Education Institutions need to prepare their VLEs to receive people with disabilities, not only for legal concern, but also to strengthen social inclusion and fulfill the social mission.
Bataliotti (2017)  GUIs, focusing on accessibility in users with BV, interacting with the VLE through tablet , and the recommendation to cover the largest number of users with difficulties and limitations.
To answer the first question, a theoretical reference was made with the main concepts involved in the subject. The second question was answered through a systematic review and a mapping and discussion To achieve this goal, four methodological steps were proposed. In Step 1, the training needs of IFPI professionals on accessibility were identified through questionnaires. The results revealed ignorance about accessibility and ATs and point to the need for resources and training that allow professionals to adapt the environments and teaching materials in order to promote and facilitate the access of people with disabilities to education. In Step 2, a manual verification was made and through an automatic validator of accessibility promotion strategies in the IFPI AVA (Moodle instance), with the support of a reference checklist (Guidelines WCAG 2.0 and e-MAG 3.0 -Brazilian Accessibility Model). These verifications pointed to problems that constitute barriers to access and use of VLE by persons with disabilities.
Stage 3 consisted of the evaluation of accessibility of digital educational resources made available by DE teachers in the VLE, as teaching material of disciplines. Several resources that were not accessible in two disciplines analyzed were detected and the only didactic material accessible to the screen reader was the activities available in the Word format. The results of the accessibility assessments of the VLE and the didactic resources were used in Step 4, in which a simple, direct and direct language guide was produced and evaluated in the context of IFPI teachers and other teachers interested in the theme, with guidelines for the production of teaching materials accessible to people with visual impairment and for the appropriate use of the accessibility resources of the VLE.
In the tests performed, the evaluators considered accessible both the environment configured for the provision of the guide and the resources available for PVI and that use screen readers as AT. The conclusion of the article highlights its contribution to the training of education professionals with the daily practice of building accessible digital educational resources, eliminating barriers to the PVI and thus contributing to a more inclusive educational system.
Araújo (2015)  Moodle itself. These data collection instruments contained questions about the usability of the plugin and its contribution to navigability in the VLE.
In addition, tests were performed with the Markup Validation Service software of W3C, from which we sought to verify that the VLE was in accordance with the recommendations and accessibility guidelines. The main results showed that AVAVOZ expanded the functional capabilities of the PVI and contributed to Moodle accessibility, thus considerably reducing the efforts and time spent to perform the tasks in this environment. Lemos (2015) carried out his work permeating the problem that education should serve everyone, especially the PVI, especially when we consider the modality of Distance Education. In order to overcome this possible problem, the researcher proposed as a general objective to create "[...] a guide to accessibility guidelines to support teachers in the preparation of their disciplines or courses, when they need assistance to make materials available for PVI" (LEMOS, 2015, p. 51). The idea was that this guide could contribute to teachers in the development of their online subjects.
The research was organized into nine stages: 1) Survey of guidelines; 2) Contact and monitoring of PVI;

3) Selection of guidelines to guide the preparation of the book; 4) Construction of the book in two stages; 5)
Review; 6) Making the book available for teachers to create courses; 7) Creation of a course by the author, for the PVI to test the accessibility of this; 8) Testing and reorganization of the book from the opinions and answers of the questionnaires by teachers and students; 9) Reconstruction of the book.
They participated in the research "[...] five subjects: three teachers, named Teacher A, Teacher B, Teacher C, and two students with total visual impairment, named Student A and Student B" (LEMOS, 2015, p. 54).
Two questionnaires were used as data collection instruments, one applied to students, and the other one to teachers. The product of this research was a Set of Accessibility Guidelines for PVI in Moodle, as well as a Learning Object for its dissemination, being possible to conclude that the study can contribute to teachers who have PVI in their classes of distance courses, opportunistic conditions of participation in these courses.
Lorensi's study (2014)  The author adopted a bibliographic research complemented with the case study method and the DECIDE tool in the research planning. The study focused on the Accessible WebGD environment, using The author performed a mapping of the main barriers of usability and communicability between deaf people and VLE, considering as data source the use of narratives, some of them oral and others mediated by communication interfaces (e-mail, Facebook and CEDERJ platform). The narratives presented allowed us to describe how the deaf experience is on the Internet.
The results of the research, that is, the answers to the questions "are not definitive", because "deafness is not a characteristic that uniformizes to all who participate in it"; thus, some actions were highlighted, among them, "the legal requirement to provide accessible content in virtual learning environments, be they videos, texts, or any other material; the importance of offering instruction in Libras to deaf users of this language; the realization of rights and differentiated evaluation, considering the linguistic singularities of the deaf in the courses, in addition to the mere consumption of information; the permanent training of tutors and coordinators, aiming to equip them to promote accessibility; and, more importantly, a sensitive look at the daily life of educational spaces, in order to perceive and guarantee the participation of all students" (COLACIQUE, 2013, p. 152).
The study by Trentin (2013) aimed to analyze the isotropic pathways (internal adaptations to restructure their way of perceiving and learning) used by PVI in DE. To achieve this objective, an analytical-exploratory research was carried out. This analysis was related to accessibility conditions in VLE Teleduc, for the performance of the ATs course, offered by the Paulista State University "Júlio de Mesquita Filho", by Her qualitative study was also characterized as a bibliographic research, because it was necessary to revisit other works whose themes were close to those of the author's research; and as a documentary research, being necessary to use official documents of the Municipal Department of Education of Presidente Prudente / SP, municipality where the research was carried out. Thus, the research was organized in six stages: 1) Bibliographic survey; 2) Contextualization of the course; 3) Collection of Documents; 4) Preparation and application of online questionnaire; 5) Interview; and 6) Analysis of the collected data, and steps 3, 4 and 5 were used for data collection. It is noteworthy that in step 3, the documents were collected from the VLE TelEduc, a virtual learning environment used for the application of the course to teachers.
The main results refer to the lack of security on the part of educators in working with students with disabilities in their classes, as well as disbelief and professional unpreparedness, resulting from the inadequate initial training, which did not contemplate the real dilemmas experienced in the classrooms; beyond the fear of facing different and challenging situations. However, it is worth mentioning that this course influenced teachers to have new attitudes and behavior towards the process of school inclusion of students with disabilities, also contributing to the reflection on the importance of the role of the teacher as mediator of the relationships established in the classroom. Finally, it was found that some resources such as VLE TelEduc,

Discussion
The inclusive process is a way of achieving equal conditions and equity in educational, social and labor opportunities. Inclusion represents the elimination of social, educational, cultural, linguistic, political barriers and the insertion of people with disabilities and/or special needs in all contexts of society, welcoming and recognizing each one in peculiarities, as subjects with rights to be together, learn, develop and participate as citizens (LORENSI, 2014). In this sense, technological tools can provide elements and instruments that contribute to the elimination of physical, social, cultural and educational barriers and, thus, guarantee the right to education, participation, interaction of subjects with disabilities.
Developing proposals of DE is a task that involves multidisciplinary team, with pedagogical, technical knowledge, knowledge of ATs and accessibility guidelines of W3C and WCAG. This implies concern not only with accessibility in the VLE, but also, and with the same importance, one should think about accessibility in the production of textual and audiovisual resources produced as didactic support material. This is because an accessible AVA is not effective for the inclusion of people with disabilities if the didactic material made available in it does not also meet the accessibility criteria (SILVA, 2016). The results of the papers presented provide selection of the most important points of the guidelines for the creation of accessible teaching materials, as well as an awareness of all professionals in the field of education, not only those who work in DE, who need to be prepared to work in an inclusive school, either with the construction of accessible teaching materials or with actions that can make these materials and environments more accessible to people with disabilities. They point out that most of the studies were concerned with the PVI and, with regard to the VLE used, we highlight that, of the 14 studies analyzed, two were carried out in the TelEduc environment, and the rest, in Moodle. We also highlight that only six studies were developed within the scope of graduate programs in Education, which shows a concern of other areas with the inclusion of people with disabilities through the DE.
The conclusions of the studies provide recommendations and perspectives for an inclusive educational proposal within the scope of DE, among which we can highlight the clarity of the theoretical conceptions of learning that underpin the action of teachers and tutors, considering the aspects related specifically to the teaching action in DE; the design of online teaching strategies and methodology that help to understand the inherent vicissitudes to work in the VLE; the focus on teacher training programs to know the characteristics of teaching in DE for the development of skills and competencies; the promotion of integrated and permanent actions for the technological preparation of educational purposes, involving all course participants: students, teachers, tutors and managers; the provision of support and guidance to face-toface support centers, aiming at attention to the needs of students with disabilities; the organization of the didactic material of the disciplines, incorporating audiovisual language to meet the needs of deaf and visually impaired students; the development of training programs in the area of AT, mainly on resources related to computer use, encompassing students with disabilities, course managers, teachers and tutors in person and distance.
It is important to highlight that the present study gathered the most recent studies that were found DOS SANTOS, C. E. R. et al.
EaD em Foco, 2020; 11(1): e1143 in the database used, and that, although the need for the inclusion of people with disabilities in DE is increasing, published studies that included the descriptors used by us in the years 2019 and 2020 were not found in the database consulted, which evidences the importance of our study. We are living an important moment of reflection on DE (Distance Education) in every way, in which digital accessibility in VLE is also an important part of this discussion. Inclusion needs to go beyond theoretical issues, so that everything that has been built over the years in the face of the challenges of the time in which we live is applied in practice, and that ensures access, as well as the permanence and participation of people with disabilities in DE.

Conclusions
Today's society is undergoing major transformations, not only in relation to the use of technological resources, but also in the inclusion of people with disabilities. In this way, education must be inclusive. DE can be another resource for access to permanent learning. Virtual Learning Environments can be planned to incorporate accessibility features, expanding educational inclusion.
Several educational institutions are researching how to make virtual learning environments with accessibility resources so they can serve more people. The research shows that the audio description, the window in Libras, the recommendations of the W3C and the incorporation of ATs are being employed in the courses.
Planning inclusive courses is a complex process because there are several types of deficiencies and, as a consequence, specific resources that must be adopted in each case. It is necessary a multidisciplinary team that has knowledge of the content that will be taught, technical and technological knowledge. Some courses are also evaluated by people with disabilities before being deployed. Prioritizing the implementation of accessibility since its conception creates the culture of inclusion in the preparation of courses, reduces cost and rework.
The articles analyzed focus on visual and hearing impairments, but it is necessary to evaluate that there are several deficiencies that also need to be studied. It is worth remembering that the world population is aging and, in some situations, it will be necessary to use ATs so that they can access digital media and online courses.
Accessibility in digital environments will still go a long way, but the evaluation of the articles signals that some educational institutions are drafting proposals that are collaborating so that the DE can be an increasingly inclusive learning process.