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A percepção de professores sobre as tecnologias assistivas e os jogos digitais na educação especial e inclusiva: um estudo de caso na rede privada de ensino no município de Macapá – AP, Brasil
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Advisor(s)
Abstract(s)
O Atendimento Educacional Especializado (AEE), tem-se se firmado como um meio necessário para o desenvolvimento cognitivo e inclusão social de pessoas com necessidades especiais no ambiente escolar e na sociedade. Apesar dessa assistência, ainda existem dificuldades em prover um processo ensino-aprendizagem satisfatório para os alunos especiais. Nesse sentido, o uso de Tecnologias Assistivas (TA) e dos Jogos Digitais têm ganhado espaço nas escolas e na discussão acadêmica como instrumentos capazes de apoiar e aumentar a gama de alternativas na educação especial. Dessa forma, este trabalho teve como objetivo analisar a contribuição do uso das tecnologias assistivas e dos jogos digitais como instrumentos didático-pedagógicos na educação especial e inclusiva, a partir da percepção dos professores do AEE. Para isso, foram aplicados questionários junto a professores de uma escola da rede privada na cidade de Macapá, Amapá, Brasil, que oferta o AEE no ensino regular. Os resultados demostraram pontos convergentes e conflitantes sobre o uso desses recursos no AEE, porém, ficou claro que os professores consideram as TA e os jogos digitais instrumentos didático-pedagógicos que contribuem positivamente para o aprendizado e inclusão dos alunos do AEE no ensino regular. Considerou-se que, para serem efetivos, esses recursos dever ser aplicados no AEE de forma planejada e alinhada as necessidades individuais de cada aluno, para que não se tornem fontes de mera distração e que possam promover os desenvolvimentos cognitivo, sensorial e social dos alunos.
Specialized Educational Assistance (SEA) has established itself as a necessary means for the cognitive development and social inclusion of people with special needs in the school environment and in society. Despite this assistance, there are still difficulties in providing a satisfactory teaching-learning process for special students. In this sense, the use of Assistive Technologies (AT) and Digital Games has gained space in schools and in academic discussion as instruments capable of supporting and increasing the range of alternatives in special education. Thus, this work aimed to analyze the contribution of the use of assistive technologies and digital games as didactic-pedagogical instruments in special and inclusive education, based on the perception of teachers from SEA. For this, questionnaires were applied to teachers from a private school in the city of Macapá, Amapá, Brazil, which offers SEA in regular education. The results showed converging and conflicting points about the use of these resources in the SEA, however, it was clear that teachers consider AT and digital games to be didactic-pedagogical instruments that contribute positively to the learning and inclusion of SEA students in regular education. It was considered that, in order to be effective, these resources must be applied in the SEA in a planned way and aligned with the individual needs of each student, so that they do not become sources of mere distraction and that they can promote the students' cognitive, sensory and social development.
Specialized Educational Assistance (SEA) has established itself as a necessary means for the cognitive development and social inclusion of people with special needs in the school environment and in society. Despite this assistance, there are still difficulties in providing a satisfactory teaching-learning process for special students. In this sense, the use of Assistive Technologies (AT) and Digital Games has gained space in schools and in academic discussion as instruments capable of supporting and increasing the range of alternatives in special education. Thus, this work aimed to analyze the contribution of the use of assistive technologies and digital games as didactic-pedagogical instruments in special and inclusive education, based on the perception of teachers from SEA. For this, questionnaires were applied to teachers from a private school in the city of Macapá, Amapá, Brazil, which offers SEA in regular education. The results showed converging and conflicting points about the use of these resources in the SEA, however, it was clear that teachers consider AT and digital games to be didactic-pedagogical instruments that contribute positively to the learning and inclusion of SEA students in regular education. It was considered that, in order to be effective, these resources must be applied in the SEA in a planned way and aligned with the individual needs of each student, so that they do not become sources of mere distraction and that they can promote the students' cognitive, sensory and social development.
Description
Keywords
AEE Tecnologias assistivas Jogos digitais Educação especial Educação inclusiva SEA Assistive technologies Digital games Special education Inclusive education