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Title: Educação Especial Inclusiva: uso de Recursos Educacionais Digitais nas Salas Multifuncionais
Other Titles: Special Education Inclusive: use of Digital Educational Resources in Multifunctional Rooms
Educación Especial Inclusiva: uso de Recursos Educativos Digitales en Salas Multifuncionales
Keywords: Mediação pedagógica
Educação especial
Tecnologia educacional
Tecnologia da informação
Pedagogical mediation
Special education
Educational technology
Information technology
Issue Date: Apr-2021
Publisher: Universidade Federal de Santa Maria
Citation: FARIA, A. V. de; VIEIRA, E. A. O.; MARTINS, R. X. Educação Especial Inclusiva: uso de Recursos Educacionais Digitais nas Salas Multifuncionais. Revista Educação Especial, Santa Maria, v. 34, 2021. DOI: 10.5902/1984686X61433.
Abstract: This paper is a research report that aimed to investigate the use of Digital Educational Resources by teachers in the Multifunctional Resource Rooms of public schools in Southern Minas Gerais that rely on this resource. The approach adopted was quantitativequalitative with data collection through a questionnaire and semi-structured interviews with the participating teachers. The 70 teachers from state schools in 29 cities were invited and 40 agreed to participate. From the triangulation and analysis of the data, essential elements that make up the in loco practice of special education were identified, among them, the lack of diagnosis of disability of the students attended in the Multifunctional Resource Rooms. Another relevant point identified was the deficit in the initial training of the professional, which does not address the theme in-depth. As a result, continuing education becomes a pressing need for the building of knowledge both in the field of special and inclusive education and digital information and communication technologies. Dissonances were found about mediation and the use of digital technologies. Perhaps because in most cases analyzed the digital educational resources didn't bring significant changes in the articulation between teaching and content. The results demonstrate to be necessary to establish a greater relationship between curriculum, technological resources available in the Multifunctional Resource Rooms, students demands and the pedagogical mediation of the teacher.
Appears in Collections:DED - Artigos publicados em periódicos

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