Detalhes bibliográficos
| Ano de defesa: |
2020 |
| Autor(a) principal: |
DOURADO, Larissa Maria Vitor
 |
| Orientador(a): |
CARVALHO, Mariza Borges Wall Barbosa de
|
| Banca de defesa: |
CARVALHO, Mariza Borges Wall Barbosa de
,
CHAHINI, Thelma Helena Costa
,
SILVA, Paulo Roberto de Jesus Silva
|
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal do Maranhão
|
| Programa de Pós-Graduação: |
PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO/CCSO
|
| Departamento: |
DEPARTAMENTO DE EDUCAÇÃO I/CCSO
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
https://tedebc.ufma.br/jspui/handle/tede/3168
|
Resumo: |
Assistive Technology is one of the pedagogical alternatives that inclusive education is used in contemporaneity, since, making possible the participation of students with disabilities in the various learning situations. In the school context, Assistive Technology acquires the importance of a support tool in the pedagogical mediations exercised by the teacher, for the accomplishment of an educational teaching that is a teaching instrument that involves teaching methodologies facilitating the inclusion and learning of all. Therefore, this research has as object of study the use of teaching-learning technologies of students with low vision. In this sense, the general objective is that evening teaching teachers use technology in mediating the teaching-learning process of students with vision in the multifunctional resource rooms in São Luís / MA. It is an exploratory-descriptive research, with an approach of quantitative-qualitative nature under a form of case study. Participating in this research with 5 female teachers, with an equal and / or higher education of 18 years, with a higher education level, with continuing education courses in the researched area and with at least one year of experience in the public schools of the network state At least one student with low vision. For data collection we chose documentary research and semi-structured interviews. For an interpretation of the results will be used an analysis of the content of Bardin. The results showed that all resource rooms have a limited amount of resources available to attend students with low vision, due to the fragility in the specific training the participants consider themselves able to use simple TA resources, this fact, reflected in the absence of criteria for selection and use of TA in the multifunctional resource room, these points call for the need for change, but are not yet effectively implemented, and thus, in relation to the pedagogical practice, it was found that the difficulties and challenges for the training, the lack of institutional support, the structural question, the need for the technological apparatus, as well as, the actions that have been carried out are inspected more efficiently, since the Assistive Technology resources provided with careful planning , can become an important symbolic tool for the mediation of knowledge n the student with low vision. |
