Educação Especial Inclusiva: uso de Recursos Educacionais Digitais nas Salas Multifuncionais

• Autor(a) principal: Faria, Arlete Vilela de
• Data de Publicação: 2021
• Outros Autores: Vieira, Estela Aparecida Oliveira, Martins, Ronei Ximenes
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Institucional da UFLA
• Texto Completo: http://repositorio.ufla.br/jspui/handle/1/50047
• topic: Mediação pedagógica; Educação especial; Tecnologia educacional; Tecnologia da informação; Pedagogical mediation; Special education; Educational technology; Information technology

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.