O uso do computador como mediador da produção textual do deficiente mental

• Ano de defesa: 2007
• Autor(a) principal: Oliveira, Maria Lucidalva Mota de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: http://www.teses.ufc.br
• Palavras-chave em Português: Educaçao Especial; Deficiência Mental – Mediação – Computador – Produção Textual.; Words-key: Mental Deficiency – Mediation – Computer – Textual Production.; Computadores e Deficientes - Fortaleza(CE); Língua Portuguesa - Composição e Exercícios - Ensino Auxiliado por Computador; Estudantes Deficientes - Ensino Auxilidado por Computador; Deficientes Mentais - Educação - Fortaleza(CE)
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/6623

The current research investigates the use of the computer as a mediator of the textual output of the mentally deficient. Piaget’s, Vygotsky’s, Inhelder’s, Valente’s, Plato’s, Fiorin’s, Nicola’s and Favero’s theories were used as theoretical bases. These authors’ theories assisted in structuring the methodology and analysis of the data collected in a field research at the APAE, Fortaleza. The objective of this study is to compare the textual output of mentally deficient subjects when using a computer and when using pencil and paper. The research included pretesting to determine that the subjects were capable of writing at the required level. Four pairs of subjects were selected for the experiment. Two pairs were in experimental group I , and used the computer to write their texts. The other two pairs made up experimental group II, and used pencil and paper to write. Both groups used MicroMundos software illustrations to help them develop their texts. This study was carried out during twenty-eight pedagogical sessions, divided into seven fifty minute sessions, once a week for each pair of subjects. The results of the educational sessions for experimental group I showed few orthographical errors, interaction between the participants of each pair, motivation to carry out the writing activities, and great curiosity in relation to handling the computer. Some aspects related to the computer’s writing were considered important by the subjects under study: the letters are always pretty, it’s not necessary to use an eraser to make corrections, and it doesn’t smudge. The results of experimental group II showed more orthographical errors, interaction among the groups, and little inclination to write with pencil and paper. One concludes that the computer is a tool which motivates and encourages the act of writing, as it has a visible keyboard, thereby making it easier to write