O uso das Tecnologias da Informação e Comunicação (TICS) na avaliação da aprendizagem de alunos Cegos nas Escolas Especiais em Fortaleza-CE

• Ano de defesa: 2019
• Autor(a) principal: Juvêncio, Vera Lúcia Pontes
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Avaliação da Aprendizagem; Tecnologias da Informação e Comunicação (TICS); Escola Especial; Aluno Cego
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/51495

Everyone should have the opportunity to benefit from Education, which is essential for autonomy and citizenship, with due respect for the diversity of students. Information and Communication Technology (ICT) expresses itself as a promising path for the implementation and consolidation of an inclusive educational system, due to its inexhaustible possibilities of producing resources, making it easier to access information and generate knowledge (GIROTO; POKER; OMOTE, 2012). The assessment of learning is a contribution of the teacher, making it possible to understand the performance of students and to be able to guide them towards improving learning, as well as information about the development achieved by the student. Indeed, the foundation of the study was guided by Vygotsky's contribution, with his studies on the Zone of Proximal Development (ZDP). This research aims, then, to evaluate the use of ICTs in the learning performance of blind students in special schools in Fortaleza-CE. Specifically, it intends to: i) verify that there is sufficient infrastructure for access to technology with regard to the assessment of learning for the blind in these institutions; ii) identify the resources for accessing technology offered by these institutions in order to ensure accessibility in the assessment of learning for blind students; iii) verify that teachers and students make good use of computers and other ICT devices in the assessment of learning; and iv) collect suggestions for improving learning assessment procedures based on the use of ICTs. For this purpose, a qualitative research was carried out, developed during the period from February 2016 to February 2019, in special schools in the city of Fortaleza-CE and in another institution that collaborates in the educational processes of students. The samples are intentional and consist of 38 people. The investigative environment consisted of three special schools for the blind installed in Fortaleza-CE, two public schools (municipal and state) and a philanthropic entity, as well as the Reference Center for Education and Specialized Care of the State of Ceará. The instruments used for data collection were the semi-structured interview, conversation group in focus group and observation, in addition to the analysis of documents and survey of software and information technology equipment, as well as other assistive technologies. The analysis of the information was carried out in the light of Hermeneutics, with the help of Atlas.TI, software specialized in qualitative research. In order to ensure the interpretation of human phenomena, which are revealed mainly by language, the proposal of Wilhelm Dilthey and Hans-Georg Gadamer was used, with the merging of horizons. It is concluded from the study that the ICTs collaborate positively for the evaluation of the learning of the blind students, mainly with a view to facilitate the communication, allowing the improvement of the relationship of this public with the use of computers. Each school has a computer room and an exclusive teacher for the area, so that, together with the teacher responsible for the class, they facilitate learning, using digital technology. The access resources to technologies, offered by schools, guarantee accessibility in the assessment of the learning of blind students, however they could be better used, with the scope of aligning even more with the content given in the classroom or even taking the learning to there, as well as the reglette, the punch and the Perkins machine are normally used for writing and reading in Braille.