Sala de recursos multifuncionais, tecnologia assistiva e deficiência intelectual: elementos para um novo fazer pedagógico
The present dissertation is composed of two interconnected studies. The first study aimed to map the reality of the implementation of Multifunctional Resource Rooms (MRR) in the state of Rio Grande do Norte (RN), and to investigate the training and experiences of the teachers who work in these ro...
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Tecnologia assistiva Aprendizagem Inclusão Sala de recursos Professor Deficiência intelectual E-book CNPQ::CIENCIAS HUMANAS::EDUCACAO |
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Tecnologia assistiva Aprendizagem Inclusão Sala de recursos Professor Deficiência intelectual E-book CNPQ::CIENCIAS HUMANAS::EDUCACAO Medeiros, Sônia Azevedo de Sala de recursos multifuncionais, tecnologia assistiva e deficiência intelectual: elementos para um novo fazer pedagógico |
| description |
The present dissertation is composed of two interconnected studies. The first study aimed to
map the reality of the implementation of Multifunctional Resource Rooms (MRR) in the state
of Rio Grande do Norte (RN), and to investigate the training and experiences of the teachers
who work in these rooms. In turn, the second study aimed to offer theoretical and
methodological subsidies to educators working in the MRR, for the use of assistive
technology as a dynamic tool, composed of efficient strategies and potentiating of the learning
process of the students with Intellectual Disabilities, who attend these rooms. The theoretical
reference describes the characterization of the MRR, as well as assistive technologies, as an
instrument guiding the National Special Education Policy in the perspective of inclusive
education. The current conceptions about intelligence and intellectual deficiency, causes,
diagnoses and interventions that may occur in the educational process of these subjects are
also discussed. As a necessary support to these adaptations, a reflection on the training of the
educators who work in these rooms, as well as the discussions inherent to the inclusive
paradigm are presented. Subsequently, a historical context of the laws, decrees and
recommendations that support and guide the inclusive process in regular schools, at national
level, as well as in the local reality of Rio Grande do Norte (RN) is presented. A diagnosis of
RN was made, based on the analyzes constructed with the answers of the state and municipal
secretaries of education, together with the statements pointed out by the teachers who work in
the MRR. From this diagnosis, it was verified that the greatest difficulties faced by the
teachers are the lack of qualification and material resources. Based on these findings, an ebook (digital book) was developed for intellectual disability as a strategy for teacher training,
with two objectives: a) to discuss the potential of the assistive technologies available in the
MRR; b) to point out learning strategies based on the use of such technologies. The e-book
was validated by eight evaluators, six from technical areas (design and computing) and twelve
teachers of the MRR. From this validation, the suggestions were incorporated into the final
product. It is hoped that this instrument will subsidize new actions related to MRR, enabling
new pedagogical practices and, thus, seeking to ensure meaningful learning and full
development of students with Intellectual Disability attending this device. |
| author2 |
Pires, Izabel Augusta Hazin |
| author_facet |
Pires, Izabel Augusta Hazin Medeiros, Sônia Azevedo de |
| format |
masterThesis |
| author |
Medeiros, Sônia Azevedo de |
| author_sort |
Medeiros, Sônia Azevedo de |
| title |
Sala de recursos multifuncionais, tecnologia assistiva e deficiência intelectual: elementos para um novo fazer pedagógico |
| title_short |
Sala de recursos multifuncionais, tecnologia assistiva e deficiência intelectual: elementos para um novo fazer pedagógico |
| title_full |
Sala de recursos multifuncionais, tecnologia assistiva e deficiência intelectual: elementos para um novo fazer pedagógico |
| title_fullStr |
Sala de recursos multifuncionais, tecnologia assistiva e deficiência intelectual: elementos para um novo fazer pedagógico |
| title_full_unstemmed |
Sala de recursos multifuncionais, tecnologia assistiva e deficiência intelectual: elementos para um novo fazer pedagógico |
| title_sort |
sala de recursos multifuncionais, tecnologia assistiva e deficiência intelectual: elementos para um novo fazer pedagógico |
| publisher |
Brasil |
| publishDate |
2019 |
| url |
https://repositorio.ufrn.br/jspui/handle/123456789/27189 |
| work_keys_str_mv |
AT medeirossoniaazevedode saladerecursosmultifuncionaistecnologiaassistivaedeficienciaintelectualelementosparaumnovofazerpedagogico |
| _version_ |
1773957700678320128 |
| spelling |
ri-123456789-271892019-06-16T05:23:31Z Sala de recursos multifuncionais, tecnologia assistiva e deficiência intelectual: elementos para um novo fazer pedagógico Medeiros, Sônia Azevedo de Pires, Izabel Augusta Hazin Falcão, Taciana Pontual da Rocha Gomes, Ediana Rosselly de Oliveira Abranches, Sérgio Paulino Tecnologia assistiva Aprendizagem Inclusão Sala de recursos Professor Deficiência intelectual E-book CNPQ::CIENCIAS HUMANAS::EDUCACAO The present dissertation is composed of two interconnected studies. The first study aimed to map the reality of the implementation of Multifunctional Resource Rooms (MRR) in the state of Rio Grande do Norte (RN), and to investigate the training and experiences of the teachers who work in these rooms. In turn, the second study aimed to offer theoretical and methodological subsidies to educators working in the MRR, for the use of assistive technology as a dynamic tool, composed of efficient strategies and potentiating of the learning process of the students with Intellectual Disabilities, who attend these rooms. The theoretical reference describes the characterization of the MRR, as well as assistive technologies, as an instrument guiding the National Special Education Policy in the perspective of inclusive education. The current conceptions about intelligence and intellectual deficiency, causes, diagnoses and interventions that may occur in the educational process of these subjects are also discussed. As a necessary support to these adaptations, a reflection on the training of the educators who work in these rooms, as well as the discussions inherent to the inclusive paradigm are presented. Subsequently, a historical context of the laws, decrees and recommendations that support and guide the inclusive process in regular schools, at national level, as well as in the local reality of Rio Grande do Norte (RN) is presented. A diagnosis of RN was made, based on the analyzes constructed with the answers of the state and municipal secretaries of education, together with the statements pointed out by the teachers who work in the MRR. From this diagnosis, it was verified that the greatest difficulties faced by the teachers are the lack of qualification and material resources. Based on these findings, an ebook (digital book) was developed for intellectual disability as a strategy for teacher training, with two objectives: a) to discuss the potential of the assistive technologies available in the MRR; b) to point out learning strategies based on the use of such technologies. The e-book was validated by eight evaluators, six from technical areas (design and computing) and twelve teachers of the MRR. From this validation, the suggestions were incorporated into the final product. It is hoped that this instrument will subsidize new actions related to MRR, enabling new pedagogical practices and, thus, seeking to ensure meaningful learning and full development of students with Intellectual Disability attending this device. A presente dissertação constitui-se de dois estudos interconectados. O primeiro estudo teve como objetivo mapear a realidade da implementação das Salas de Recursos Multifuncionais (SRMF) no estado do Rio Grande do Norte (RN), e investigar a formação e experiências dos professores que atuam nestas salas. Por sua vez, o segundo estudo objetivou oferecer subsídios teórico-metodológicos aos educadores que atuam nas SRMF, para o uso da tecnologia assistiva como instrumento dinamizador, composto por estratégias eficientes e potencializadoras do processo de aprendizagem dos discentes com Deficiência Intelectual, que frequentam estas salas. No referencial teórico descreve-se a caracterização das SRMF, bem como as tecnologias assistivas, como instrumento norteador da Política Nacional de Educação Especial na perspectiva de educação inclusiva. Ainda discorre-se acerca das concepções atuais sobre a inteligência e a deficiência intelectual, causas, diagnósticos e intervenções que podem ocorrer no processo educacional destes sujeitos. Como suporte necessário a estas adequações, traz-se uma reflexão sobre a formação dos educadores que atuam nestas salas, bem como, as discussões inerentes ao paradigma inclusivo. Posteriormente, apresenta-se uma contextualização histórica das leis, decretos e recomendações que amparam e orientam o processo inclusivo nas escolas regulares, a nível nacional, bem como na realidade local do Rio Grande do Norte. Realizou-se um diagnóstico do RN, a partir das análises construídas com as respostas dos secretários estadual e municipais de educação, juntamente com os depoimentos apontados pelos professores que atuam nas SRMF. A partir deste diagnóstico, constatou-se que as maiores dificuldades enfrentadas pelos professores são a falta de capacitação e de recursos materiais. A partir de tais achados, elaborou-se um e-book (livro digital), destinado à deficiência intelectual, como estratégia de capacitação docente, tendo este dois objetivos: a) problematizar acerca das potencialidades das tecnologias assistivas disponíveis nas SRMF; b) apontar estratégias de aprendizagem a partir do uso de tais tecnologias. O e-book foi validado por oito avaliadores, sendo seis das áreas tecnológicas (design e computação) e doze professores das SRMF. A partir desta validação, as sugestões foram incorporadas ao produto final. Espera-se que este instrumento subsidie novas ações referentes às SRMF, possibilitando novas práticas pedagógicas e, assim, buscando garantir a aprendizagem significativa e o desenvolvimento pleno dos alunos com Deficiência Intelectual que frequentam este dispositivo. 2019-06-10T23:28:05Z 2019-06-10T23:28:05Z 2019-03-29 masterThesis MEDEIROS, Sônia Azevedo de. Sala de recursos multifuncionais, tecnologia assistiva e deficiência intelectual: elementos para um novo fazer pedagógico. 2019. 162f. Dissertação (Mestrado Profissional em Inovação em Tecnologias Educacionais) - Instituto Metrópole Digital, Universidade Federal do Rio Grande do Norte, Natal, 2019. https://repositorio.ufrn.br/jspui/handle/123456789/27189 pt_BR Acesso Aberto application/pdf Brasil UFRN PROGRAMA DE PÓS-GRADUAÇÃO EM INOVAÇÃO EM TECNOLOGIAS EDUCACIONAIS |