Alfabetização e letramento de estudantes com síndrome de Down: indicações a partir da percepção de professores sobre a vivência de estudantes em uso do software alfabetização fônica computadorizada

Detalhes bibliográficos
Ano de defesa: 2019
Autor(a) principal: Santos, Tatiane Soares dos lattes
Orientador(a): Dalla Déa, Vanessa Helena Santana lattes
Banca de defesa: Dalla Déa, Vanessa Helena Santana, Oliveira, Ana Flávia Teodoro de Mendonça, Silva, Ana Paula Salles da
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:
Palavras-chave em Inglês:
Área do conhecimento CNPq:
Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/9492
Resumo: The present research was carried out in a course of continuous formation that happened in the Faculty of Education of the Federal University of Goiás, denominated "Culture Digidown". The purpose of this study was to analyze the perception of teachers about the experience of students with Down syndrome using computerized computer literacy software. Based on these indications, we attempted to construct a prototype software program for literacy and literacy of these students. In field research, video recording and the focal group for data collection were used. For data analysis we used the Bardin content analysis. The subjects of the research were 40 teachers of the regular network of education, participants of the course. The results of the research showed us significant indications. In relation to the use of software on: audio, interface, gamification, user- software interaction options, among other factors. Regarding the pedagogical mediation of teachers, it was clear that some specificities of this public should be considered in the elaboration of activities, so that they do not become too complex and confusing. Regarding the pedagogical proposal, we obtained indications that lead us to realize that the method to be used is not the most important point to have good results in the literacy processes, so the most significant in this process is to know the ways in which the subject appropriate written language. Thus, the teacher can guide the student in this process, in a significant way, working both literacy and literacy, to form subjects who not only master a code, but who understands and makes use of it in its most diverse social contexts.