O uso de instrumentos midiáticos no processo de escolarização de alunos com diagnóstico de deficiência na educação básica

• Ano de defesa: 2017
• Autor(a) principal: Silva, Fernanda Cinthya de Oliveira
• Orientador(a): Mesquita, Deise Nanci de Castro
• Banca de defesa: Mesquita, Deise Nanci de Castro, Mantoan, Maria Teresa Eglér, Hidalgo, Kenia Ribeiro da Silva, Dalla Déa, Vanessa Helena Santana
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Ensino na Educação Básica (CEPAE)
• Departamento: Centro de Ensino e Pesquisa Aplicada à Educação - CEPAE (RG)
• País: Brasil
• Palavras-chave em Português: Inclusão; Letramento; TICs; Escolarização básica
• Palavras-chave em Inglês: Teaching knowledge; Inclusion; Literacy; ICTs; Basic education
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/10166

This dissertation discusses the educational process of students with deficiency diagnosis, attending a public High School which is located in Trindade, Goiás, Brazil. The objectives of this research were to plan, develop, evaluate and reorganize a set of reading and writing activities with the use of midiatic resources linked to global network, applying theoretical concepts of inclusion (MANTOAN, 1997, 2001, 2002, 2003, 2004), defectology (VYGOTSKY, 1989, 1991, 1995, 1997, 2011) and literacy (SOARES, 1998, 2004a, 2004b, 2008, 2010). This didactic material highlighted the study of Portuguese and mathematics contents presented in the Currículo Referência da Rede Estadual de Ensino and was developed collaboratively by leading and supporting teachers, who aimed at identifying and respecting students' interests, needs and cognitive singularities. The data were collected in a regular senior class (2ºano do ensino médio) and in a room with multifunctional tools (Atendimento Educacional Especializado), where two students diagnosticated with intellectual disabilities were enrolled during the second semester of school year in 2015. The analysis of this experience point out the limitations and difficulties faced throughout the action-research, but also indicate the potential support of information and communications technologies as a means of interacting with literate society, mainly for students with deficiency diagnosis who wish to disseminate their written, pictorial and other productions, by e-mails, blogs, whatsapp and other electronic appliances.