Banca de QUALIFICAÇÃO: FERNANDA CARPES DE MELLO DIAS

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : FERNANDA CARPES DE MELLO DIAS
DATE: 28/08/2023
TIME: 09:00
LOCAL: Sala virtual
TITLE:

Beyond paper: pedagogical practices involving Assistive Technology by teachers of Specialized Educational Assistance.

KEY WORDS:

Assistive Technology. Specialized Educational Service. Multifunctional Resource Room. Special education.

PAGES: 80
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This research, developed at the master level, seeks to investigate how pedagogical practices involving Assistive Technology (AT) are instituted in the educational context, by teachers who work in Specialized Educational Assistance (AEE) of the municipal basic education network in the city of Itapema, state of Santa Catarina. Therefore, to achieve this objective, this study presents, firstly, a scenario of normative documents produced at the national (BRASIL, 2009; 2011; 2015), state (SC, 2006; 2016; 2018; 2021) and municipal (ITAPEMA, 2012; 2023) to implement the Special Education policy, especially with regard to aspects related to AEE and AT. Then, considering the relevance of AT in the teaching and learning process for Special Education Target Public (PAEE) students, we seek to historicize AT as an area of knowledge. Finally, we seek to carefully investigate how pedagogical practices involving the theme of AT are instituted by teachers who work in the AEE in public schools in the municipality of Itapema. Therefore, the research is based on historical-cultural theory. With regard to studies on disabilities, presented by Vygotsky (1898-1934), especially in his fundamentals of defectology, presented in the work organized, edited, translated and technically revised recently by Prestes and Tunes (2021), and Diniz (2012) , which deals with the social model of disability. With regard to special education from an inclusive perspective, it featured authors such as Caiado (2013), Baptista (2019; 2020), Garcia (2004; 2007; 2017); Freitas (2020). When approaching AT in the educational context, we have Galvão Filho (2009; 2012; 2013), Bersch (2006; 2008), Passerino (2012), Sonza (2020), among others, as a theoretical framework. Methodologically, the research is of an applied nature, with a qualitative approach, based on a case study, supported by the Content Analysis technique (BARDIN, 1977). Its corpus is the contribution of professors who work in the AEE. To compose the study, four (04) data collection instruments were used,: one (01) questionnaire containing open and closed questions, delivered to the teachers (via Google Forms), one (01) semi-structured interview, carried out in person with the professors working in the AEE, one (01) guide for observation in the Multifunctional Resource Room and one (01) field diary used by the researcher. The initial results of this investigation point to a lack of training about AT in the educational context and, consequently, the scarce knowledge of the field of AT in the context of special education, demonstrating a gap in the teacher training process.

COMMITTEE MEMBERS:
Externa à Instituição - CLAUDIA RODRIGUES DE FREITAS - UFRGS
Interna - 2761694 - ANDRESSA GRAZIELE BRANDT
Presidente - 2265320 - MAGALI DIAS DE SOUZA