Educação especial inclusiva: uso de recursos educacionais digitais nas salas multifuncionais

• Ano de defesa: 2019
• Autor(a) principal: Faria, Arlete Vilela de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Lavras; Programa de Pós-graduação em Educação; UFLA; brasil; Departamento de Educação
• Palavras-chave em Português: Educação mediada por tecnologia; Educação especial; Educação inclusiva; Tecnologia educacional; Recursos educacionais digitais; Salas de recursos multifuncionais; Mediação; Deficiência; Technology-mediated education; Special education; Inclusive education; Educational technology; Digital educational resources; Multifunctional resource rooms; Mediation; Disability; Educação
• Link de acesso: http://repositorio.ufla.br/jspui/handle/1/37077

This study aims to investigate the application of digital educational resources (RED) by teachers in the specialized educational service of the Multifunctional Resource Rooms (SRM) to students with disabilities in public schools in the south of Minas Gerais. This reflection was made from the research with a quantitative-qualitative approach, with applied character, using as instruments of data collection, questionnaire and semi-structured interviews with the participating teachers, considering the norms endorsed in public policies for inclusive special education in Brazil, the professional practice of the researcher and the role of the teacher in the specialized educational attendance room. From the studied scenario, some essential elements that compose the on-site practice of special education could be marked, among them the lack of diagnosis of the students attended in the multifunctional resource rooms. Another point to be emphasized is the initial training of the professional who does not address the topic in depth. Consequently, continuing education is a necessity for building the knowledge in the field of special and inclusive education as well as digital information and communication technologies. Regarding the mediation and use of digital technologies, dissonances were pointed out, because most of the time the digital educational resources did not bring significant changes in the teaching-content articulation and, in some cases, the objectives of their use do not match their function. These facts led to the inference that is a need to establish a greater relationship between the curriculum, the technological resources, the demands and peculiarities of the students and the pedagogical mediation of the teacher.