Tecnologias Digitais no 1º Ciclo do Ensino  Básico e Inclusão/Atenção à diversidade  dos alunos.

• Autor(a) principal: Paula Ignacia Aguilera Cuevas
• Data de Publicação: 2023
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://hdl.handle.net/10216/150067
• topic: Ciências da educação; Educational sciences

In a time of globalization and permanent transformations, many challenges are posed to schools and teachers in Portugal. The digital transformation that is being implemented, simultaneously with the processes of curricular flexibility and the concretization of the principles of an inclusive school, have mobilized schools and teachers to work with dynamics that demand from them professional postures of a collaborative nature and new pedagogical approaches. In the context of an inclusive school, digital technologies, especially after the Covid-19 pandemic, have assumed a greater relevance in the day-to-day activities of schools. Their use brings multiple benefits not only to the schools themselves but also to the teaching and learning processes and the improvement of student learning. The present study is situated within the framework of these ideas and is oriented by the following research questions: What is the place of digital technologies in the work of teachers in the first cycle of basic education within an inclusive school? What is the relationship between the first cycle teachers' conception of inclusion/attention to student diversity in basic education and their curricular practices? The study is of a qualitative nature, of a phenomenological interpretive paradigm, with approximation to an ethnographic approach. This is a multiple case study that involved participant observation of two teachers in the 1° CEB, and semi-structured interviews with the two teachers, the pedagogical coordinator, and the establishment coordinator. The data obtained suggests that the teachers recognize the importance of an inclusive school, considering attention to student diversity as a prerequisite for inclusion. This indicates that the teachers understand their role as 'intercultural teachers'. However, they admit feeling some insecurities when identifying strategies that would provide an adequate response to all children, taking into account their specificities. On the other hand, the data also shows that digital technologies have not optimized the response to their students' diversity in terms of their learning styles and rhythms. Although digital technologies are already present in the classrooms, it has been observed that they are used more as a means of support for teachers rather than as a tool to improve student learning.