Detalhes bibliográficos
| Ano de defesa: |
2020 |
| Autor(a) principal: |
FRAZÃO, Aline Aparecida Nascimento
 |
| Orientador(a): |
ZAQUEU, Lívia da Conceição Costa
|
| Banca de defesa: |
ZAQUEU, Lívia da Conceição Costa
,
ANJOS, Elisa Maria dos
,
RIBEIRO, Francisco Adelton Alves
|
| 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 GESTÃO DE ENSINO DA EDUCAÇÃO BÁSICA
|
| Departamento: |
DEPARTAMENTO DE EDUCAÇÃO FÍSICA/CCBS
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
https://tedebc.ufma.br/jspui/handle/tede/3177
|
Resumo: |
This research was carried out in the period of the Corona Virus Desease Pandemic (Covid-19) and aimed to carry out a pedagogical intervention with teachers with resources of Assistive Technology aiming at the elaboration of an e-book for teaching students with visual impairments. The methodology adopted was research applied through intervention from the perspective of participatory research with qualitative analysis. The instruments used were: texts, photographs, structured interviews, questionnaires, participant observations, conversation circle, field diary, mobile applications (@voice, Braille Tutor, Be my eyes, Eye-D), voice synthesizers (Virtual Vision, NVDA), software (Easy Braille, Easy Board, Dosvox, Balabolka), digital platform (Google Meet), notebook and tablet. For data analysis and interpretation, content analysis was used. The initial results obtained through a questionnaire carried out with the students demonstrated that (75%), stated that the teachers used some technological resources during the classes. Regarding the technology resources most used by teachers, the computer is pointed out with (50%) use. Regarding the concepts, applications and diversity of Assistive Technology resources, the results of the questionnaires revealed that (25%) of the students know the resources with regard to handling and utility. The interviews conducted with teachers demonstrated the need for a better understanding of Assistive Technology concepts, handling and applicability in overcoming communication, accessibility and technological barriers. Thus, it was possible to confirm that Assistive Technology was a dynamic possibility for teaching visually impaired students, as well as for the pedagogical performance of teachers. This investigation revealed the need to implement public policies for continuing education in the subject addressed for teachers who work with visually impaired students in public schools in São Luís-MA, in order to contribute to access to content and participation in the proposed tasks interactively. |
