Banca de QUALIFICAÇÃO: ELIANE COSTA KRETZER

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : ELIANE COSTA KRETZER
DATE: 23/02/2021
TIME: 14:00
LOCAL: Webconferência via ferramenta google meet
TITLE:

THE CONTRIBUTION OF DIGITAL TECHNOLOGICAL RESOURCES IN THE DEVELOPMENT OF READING FLUENCY IN PSYCHO-PEDAGOGICAL INTERVENTION IN INDIVIDUALS WITH LEARNING DISABILITIES FROM AN INCLUSIVE PERSPECTIVE

KEY WORDS:

Learning Disabilities. Reading Fluency. Digital Technological Resources. Psych-pedagogy. Inclusion.

PAGES: 70
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

We present the notes for qualification of the Master's in Education research carried out at the Stricto Sensu Post-graduate Program in Education (PPGE) of the Catarinense Federal Institute of Education, Science and Technology (IFC). It is a study developed within the line of research Educational Processes and Inclusion, whose subject is part of the contribution that Digital Technological Resources (DTR) for the development of reading fluency in individuals with Learning Disabilities (LD). The general objective was to investigate the contribution of DTR to the promotion of reading fluency in individuals with LD through the use of psycho-pedagogical intervention for the development of reading processes. The research was in the theoretical-methodological field of learning with a focus on reading. The subject and object of study were problematized from the perspective of the need to find alternatives for psycho-pedagogical intervention (WEISS, 2004; FERNÁNDEZ, 1991; 2001; LEAL, 2017) that can help individuals with LD to develop the cognitive processes that involve learning to read (DEHAENE, 2012; SNOWLING; HULME, 2013) and consequently the improvement in reading fluency (ZORZI, 2010; LEFFA, 1996; SOLÉ, 1998; KLEIMAN, 2002), seeking above all the historical, social and active constitution of human subjects, since DTR (SANCHO, 2006; MORAN, 2013; MARTINO, 2015) can break physical, attitudinal and cultural barriers promoting autonomy and inclusion. Methodologically, the study permeated the characteristics of experimental research (GIL, 2008a; PRODANOV; FREITAS, 2013), with Experimental Group (EG) and Control (CG), composed of individuals with LD who were submitted to psycho-pedagogical interventions, and only in the EG the interventions were mediated by DTR. Psycho-pedagogical tests of word reading (TLP) and text reading (TLT) tests based on Kretzer and Vieira (2019) were also applied in both groups. Furthermore, we intend that the studies and results of this research can point to innovative pedagogical practices and that enable the inclusion of all subjects in the learning processes.

BANKING MEMBERS:
Externa à Instituição - CYNTIA BAILER - FURB
Presidente - 1860229 - CHRIS ROYES SCHARDOSIM
Interna - 2773007 - IDORLENE DA SILVA HOEPERS