Práticas educativas inclusivas de ensino-aprendizagem por meio de tecnologia assistiva no contexto escolar
Nenhuma Miniatura disponível
Data
2024-12-19
Autores
Guimarães, Eliene Moreira
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Federal do Espírito Santo
Resumo
The central theme of the research is Inclusive educational practices of teaching and learning through Assistive Technology in the school context, focusing on a school in Vitória, in the State of Espírito Santo. Based on Vigotski's2 historical-cultural theory (2021, 2023, 2024) with an emphasis on concepts such as mediated learning, social interaction and the potential of students in the learning process, in which cognitive development is seen as a result of interactions between the individual, the social environment and mediation. This occurs through cultural instruments and signs that facilitate the construction of knowledge, significantly benefiting the inclusion and educational development of these students. In this context, Assistive Technology emerges as an essential mediating resource, promoting the inclusion and active participation of students with disabilities in the school environment. Assistive Technology will be reflected especially from the Brazilian Inclusion Law, which includes Assistive Technology resources as a right beyond the Boundaries of the school. In this sense, Assistive Technology has the potential to promote autonomy, Independence, quality of life and inclusion of Special Education students, which facilitates the construction of inclusive practices from the perspective of realizing the fundamental rights of people with disabilities. This dissertation has the general objective of analyzing how Assistive Technology is integrated into inclusive practices, considering the challenges faced by Special Education teachers and the impacts on school performance to meet the specificities of students with disabilities, with the aim of ensuring their inclusion in the context school. The specific objectives include: analyzing the strategies and methodologies used in the implementation of inclusive practices with Assistive Technology; identify the challenges and potential in applying these practices and develop a pedagogical notebook with inclusive practices that serves as a guide for teachers. To carry out this work, research with a qualitative approach, of a descriptive and exploratory nature, was developed, including documentary and bibliographical analysis and a Case Study on the theme of Inclusive Education in the school environment, from a Participant Observation perspective, in a period of five months (May to October 2024), with Special Education teachers as research participants. As instruments, field diaries, open and semi-structured interviews, recordings and photographic records, use of cell phones, direct observations and other data production techniques were used to obtain a more in-depth view of the case. The results point to an improvement in school learning, increased student autonomy, greater inclusion and active participation, in addition to the identification of gaps such as lack of specific teacher training on Assistive Technology regarding the care of students with disabilities and teacher turnover that compromises the continuity of inclusive practices with students with disabilities, proposing public policy recommendations regarding the uses of Assistive Technology in the school context
Descrição
Palavras-chave
Práticas inclusivas , Tecnologia assistiva , Educação especial