Informática como recurso pedagógico para a prática de uma professora de Educação Especial

Detalhes bibliográficos
Ano de defesa: 2010
Autor(a) principal: Leme, Lívia Maria Ribeiro
Orientador(a): Denari, Fátima Elisabeth lattes
Banca de defesa: Não Informado pela instituição
Tipo de documento: Dissertação
Tipo de acesso: Acesso aberto
Idioma: por
Instituição de defesa: Universidade Federal de São Carlos
Programa de Pós-Graduação: Programa de Pós-Graduação em Educação Especial - PPGEEs
Departamento: Não Informado pela instituição
País: BR
Palavras-chave em Português:
Palavras-chave em Inglês:
Área do conhecimento CNPq:
Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/3065
Resumo: This paper proposes a case study in a computer room at a school for Special Education of a midsize city in the State of Sao Paulo, with a teacher of this modality of teaching. The objective was to develop computerized teaching strategies which foster the learning of children with disabilities in special classes through the process of training teachers for this purpose. As a research problem arose the question: How to transform the teaching of a computer room dedicated to serving people with disabilities? To identify the practices of the teacher in the computer room before the stage of intervention was developed and implemented an initial questionnaire, immediately after the intervention was administered a questionnaire to determine the final outcomes after this step. Data collection for the entire intervention process was described in a diary, which was completed in the ending of each stage of intervention. The digital literacy of the teacher was important for the new feature available in the school favored the formation of its students with a teaching practice consistent with current reality. However the computer room was only used when the researcher was present at the school. For the teacher the research contributed to her teaching practice because she did not know before how to use the computer resources as a teaching resource. Other relevant data is the scarcity of time and lack of organization of school hours for use of the school environment.