Tecnologia assistiva e computacional : contribuições para o atendimento educacional especializado e desafios na formação de professores
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Data
2015-08-06
Autores
Caldas, Wagner Kirmse
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Editor
Universidade Federal do Espírito Santo
Resumo
In this study, we analyzed aspects related to how computer technology is utilized in the Educational Service Specialist (ESS) and how was the teacher training to use these
features.. For this, we delimit the following specific objectives: to investigate the use of
assistive technology (AT) computational in the context of multifunction resource room
(MRR); discuss tensions, difficulties and possibilities related to the AT with an emphasis
on computer technology for the ESS; analyze the formation of special education teacher
for ESS having as recourse the AT with emphasis on computer technology, in order to
mediate the learning process. The theoretical basis of this work was the historical-cultural
approach, with reference to studies of Vygotsky and his collaborators. It is a qualitative
research that made use of different methodological tools as focus groups, online
questionnaire and the semistructured interview. To develop it, we conducted the data
collection in different contexts, starting with the focus group's of inaugural research
Oneesp, who served as a device to this research, followed by the application of a
questionnaire to teachers participating research-training developed as an expansion in
Espirito Santo state of inaugural research Oneesp by members of the Oeeesp and
application in loco of semi-structured interviews with special education teachers, of the
one MRR type II. Eighty-nine participants were teachers in Oneesp research, thirty
teachers in research-training Oeeesp and two teachers for application of semi-structured
interview in loco, respectively. These two teachers participated both Oneesp the research
as the Oeeesp research. We analyze these three moments, from which emerged the
appointments which provided us think, based on oral and written narratives of teachers:
their formation to use the computational AT; their understanding of their formation for
this purpose; their desire for a more targeted formation; the way they use technology in
the resource room; their understanding of the difficulties and possibilities related to AT
with emphasis on computer technology for the ESS. After this analysis, we concluded
that few teachers who work in the MRR had a formation that would enable the application
of computer technologies in their pedagogical mediation, combining theory and practice,
with moments of training to privilege the presence times and in laboratories where they
can interact with computers and their symbolic tools. Without this familiarity with the
computational resources, teachers end up feeling insecure to use them, failing to enhance,
by means of these features, the teaching-learning processes of students with disabilities.
An investment is necessary in this type of formation and, more than that, which makes
possible for teachers who work or intend to work in MRR. From an appropriate formation
can enable teachers to use computing resources as mediators of the teaching-learning
process of their students.
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Palavras-chave
Assistive technology , Computer assistive technology , Computing resources , Educational service specialist , National observatory of special education , Teacher formation , Tecnologia assistiva e educacional , Recursos computacionais , Atendimento educacional especializado , Observatório Nacional de Educação Especial , Formação de professores