Use este identificador para citar ou linkar para este item: http://repositorio.ufla.br/jspui/handle/1/37077
Título: Educação especial inclusiva: uso de recursos educacionais digitais nas salas multifuncionais
Título(s) alternativo(s): Special education inclusive: use of digital educational resources in the multifunctional rooms
Autores: Martins, Ronei Ximenes
Vieira, Estela Aparecida Oliveira
Vieira, Estela Aparecida Oliveira
Pimentel, Nara Maria
Lima, Francine de Paula Martins
Palavras-chave: Educação mediada por tecnologia
Educação especial
Educação inclusiva
Tecnologia educacional
Recursos educacionais digitais
Salas de recursos multifuncionais
Mediação
Deficiência
Technology-mediated education
Special education
Inclusive education
Educational technology
Digital educational resources
Multifunctional resource rooms
Mediation
Disability
Data do documento: 1-Out-2019
Editor: Universidade Federal de Lavras
Citação: FARIA, A. V. de. Educação especial inclusiva: uso de recursos educacionais digitais nas salas multifuncionais. 2019. 200 p. Dissertação (Mestrado Profissional em Educação)–Universidade Federal de Lavras, Lavras, 2019.
Resumo: This study aims to investigate the application of digital educational resources (RED) by teachers in the specialized educational service of the Multifunctional Resource Rooms (SRM) to students with disabilities in public schools in the south of Minas Gerais. This reflection was made from the research with a quantitative-qualitative approach, with applied character, using as instruments of data collection, questionnaire and semi-structured interviews with the participating teachers, considering the norms endorsed in public policies for inclusive special education in Brazil, the professional practice of the researcher and the role of the teacher in the specialized educational attendance room. From the studied scenario, some essential elements that compose the on-site practice of special education could be marked, among them the lack of diagnosis of the students attended in the multifunctional resource rooms. Another point to be emphasized is the initial training of the professional who does not address the topic in depth. Consequently, continuing education is a necessity for building the knowledge in the field of special and inclusive education as well as digital information and communication technologies. Regarding the mediation and use of digital technologies, dissonances were pointed out, because most of the time the digital educational resources did not bring significant changes in the teaching-content articulation and, in some cases, the objectives of their use do not match their function. These facts led to the inference that is a need to establish a greater relationship between the curriculum, the technological resources, the demands and peculiarities of the students and the pedagogical mediation of the teacher.
URI: http://repositorio.ufla.br/jspui/handle/1/37077
Aparece nas coleções:Educação - Mestrado Profissional (Dissertações)

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