Ensino de ciências em uma perspectiva inclusiva : utilização de tecnologia assistiva com alunos com deficiência visual

Detalhes bibliográficos
Autor(a) principal: Silva, Tatiane Santos
Data de Publicação: 2014
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Repositório Institucional da UFS
Texto Completo: https://ri.ufs.br/handle/riufs/5138
Resumo: School inclusion of people with visual impairment should lead us to reflect how you are processing science teaching in inclusive schools. For the teaching of science and biology is characterized by extensive use of visual cues and are still scarce resources appropriate for teaching science aimed at students with visual impairment assistive technologies. Therefore, it is justified to consider a job using different assistive technology resources, tactile and sound, which can be used by these students , and the study of its feasibility of use. This study aimed to analyze the process of teaching and learning of Science with visually impaired students in a school of public schools in Aracaju, SE, as the use of assistive technology resources. Research uses qualitative approach adapting to molds case study. For data collection, the research was divided into three stages. At first, semi-structured interviews with students with visual impairments and their science teacher and not participating school interviews were conducted systematic observations. In the second step was performed in a validation group of different resources assistive technology developed by the researcher. In the third, the validated assistive technologies were used by teacher and students in science classes, that the opportunity was held not participating systematic observations. Finally, the opinions of survey participants was collected through semi - structured interviews after class. It can be noticed with this research, from the participants´ speech, that the conditions for learning science discipline, students with visual impairments included in this school are walking on the razor´s edge. Well, on one side there are the teachers interviewed, which have no initial or ongoing training about school inclusion of people with disabilities. Another, students with visual impairment, which merely "hear" the science classes, do assistive technology resources that provide access to strictly visual elements in science teaching were being used. According to students, the use of assistive technologies, which occurred in the third stage of this research, were extremely important to their learning because from these, they were able to access the knowledge of cells and tissues, since, according to them, without use of materials was difficult to understand the lesson. In short, we must go further and constantly hear actors inclusion, as students, subject teachers, specialist teachers of special education and all school staff, precisely because it is a recent, fluid and dynamic process that can be constantly improved as the reality that observes and experiences.
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spelling Silva, Tatiane SantosSouza, Myrna Friederichs Landim dehttp://lattes.cnpq.br/54759766217541182017-09-26T18:15:11Z2017-09-26T18:15:11Z2014-02-25https://ri.ufs.br/handle/riufs/5138School inclusion of people with visual impairment should lead us to reflect how you are processing science teaching in inclusive schools. For the teaching of science and biology is characterized by extensive use of visual cues and are still scarce resources appropriate for teaching science aimed at students with visual impairment assistive technologies. Therefore, it is justified to consider a job using different assistive technology resources, tactile and sound, which can be used by these students , and the study of its feasibility of use. This study aimed to analyze the process of teaching and learning of Science with visually impaired students in a school of public schools in Aracaju, SE, as the use of assistive technology resources. Research uses qualitative approach adapting to molds case study. For data collection, the research was divided into three stages. At first, semi-structured interviews with students with visual impairments and their science teacher and not participating school interviews were conducted systematic observations. In the second step was performed in a validation group of different resources assistive technology developed by the researcher. In the third, the validated assistive technologies were used by teacher and students in science classes, that the opportunity was held not participating systematic observations. Finally, the opinions of survey participants was collected through semi - structured interviews after class. It can be noticed with this research, from the participants´ speech, that the conditions for learning science discipline, students with visual impairments included in this school are walking on the razor´s edge. Well, on one side there are the teachers interviewed, which have no initial or ongoing training about school inclusion of people with disabilities. Another, students with visual impairment, which merely "hear" the science classes, do assistive technology resources that provide access to strictly visual elements in science teaching were being used. According to students, the use of assistive technologies, which occurred in the third stage of this research, were extremely important to their learning because from these, they were able to access the knowledge of cells and tissues, since, according to them, without use of materials was difficult to understand the lesson. In short, we must go further and constantly hear actors inclusion, as students, subject teachers, specialist teachers of special education and all school staff, precisely because it is a recent, fluid and dynamic process that can be constantly improved as the reality that observes and experiences.A inclusão escolar da pessoa com deficiência visual deve nos levar a uma reflexão de como está se processando o ensino de Ciências na escola inclusiva. Pois o ensino de Ciências e Biologia é caracterizado por uma ampla utilização de referências visuais e ainda são escassos os recursos de tecnologias assistivas apropriadps para o ensino de Ciências voltados a alunos com deficiência visual. Por esse motivo, justifica-se um trabalho que analise a utilização de diferentes recursos de tecnologia assistiva, táteis e sonoras, que possam ser utilizadas por estes alunos, e o estudo de sua viabilidade de uso. Assim, este trabalho teve como objetivo principal analisar o processo de ensino e aprendizagem de Ciências com alunos com deficiência visual em uma escola da rede pública de ensino em Aracaju, SE, quanto a utilização de recursos de tecnologia assistiva. A pesquisa faz uso de uma abordagem qualitativa, se adequando aos moldes do estudo de caso. Para a coleta de dados, a pesquisa foi dividida em três etapas. Na primeira, foram feitas entrevistas semi-estruturadas com os alunos com deficiência visual e sua professora de ciências e observações sistemáticas não participantes das aulas. Na segunda etapa, foram realizadas reuniões com um grupo de validação para aperfeiçoar os diferentes recursos de tecnologia assistiva elaborados pela pesquisadora. Na terceira, as tecnologias assistivas validadas foram utilizadas pela professora e alunos em aulas de Ciências, que na oportunidade realizou-se observações sistemáticas não participantes. Por fim, as opiniões dos participantes da pesquisa foram coletadas por meio de entrevistas semi-estruturadas, após as aulas. Pode-se perceber com esta pesquisa, a partir das falas dos participantes e observações realizadas, que as condições de aprendizagem da disciplina Ciências, dos alunos com deficiência visual incluídos nesta escola, não estavam condizentes com uma efetiva inclusão escolar, pois, de um lado encontravam-se as professoras entrevistadas, que não possuíam qualquer formação inicial ou continuada a respeito da inclusão escolar da pessoa com deficiência. Do outro, os alunos com deficiência visual, que se limitavam a ouvir as aulas de ciências, pois não estavam sendo utilizados recursos de tecnologia assistiva que proporcionassem o acesso a elementos estritamente visuais no ensino de ciências. Segundo os alunos, o uso das tecnologias assistivas, que ocorreram na terceira etapa desta pesquisa, foram de extrema importância para sua aprendizagem, pois a partir dessas, eles puderam ter acesso aos conhecimentos de células e tecidos, já que, segundo eles, sem a utilização dos materiais ficava difícil de entender a aula. Em suma, é preciso ir além e constantemente ouvir os atores da inclusão, como alunos, professores de disciplinas, professores especializados da educação especial e toda a equipe escolar, justamente por se tratar de um processo recente, fluido e dinâmico, para que possa ser aperfeiçoado constantemente conforme a realidade que se observa e vivencia.application/pdfporEnsino de ciênciasEducação inclusiva Educação especialDeficientes visuais - EducaçãoDeficientes visuaisCegosTecnologia assistivaEducação de cegosInclusive educationBlindScienceSpecial educationVisually handicappedAssistive technologyCNPQ::OUTROS::CIENCIASEnsino de ciências em uma perspectiva inclusiva : utilização de tecnologia assistiva com alunos com deficiência visualinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisPós-Graduação em Ensino de Ciências e Matemáticainfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSORIGINALTATIANE_SANTOS_SILVA.pdfapplication/pdf0https://ri.ufs.br/jspui/bitstream/riufs/5138/1/TATIANE_SANTOS_SILVA.pdfd41d8cd98f00b204e9800998ecf8427eMD51riufs/51382018-02-09 18:54:46.574oai:ufs.br:riufs/5138Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2018-02-09T21:54:46Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false
dc.title.por.fl_str_mv Ensino de ciências em uma perspectiva inclusiva : utilização de tecnologia assistiva com alunos com deficiência visual
title Ensino de ciências em uma perspectiva inclusiva : utilização de tecnologia assistiva com alunos com deficiência visual
spellingShingle Ensino de ciências em uma perspectiva inclusiva : utilização de tecnologia assistiva com alunos com deficiência visual
Silva, Tatiane Santos
Ensino de ciências
Educação inclusiva 
Educação especial
Deficientes visuais - Educação
Deficientes visuais
Cegos
Tecnologia assistiva
Educação de cegos
Inclusive education
Blind
Science
Special education
Visually handicapped
Assistive technology
CNPQ::OUTROS::CIENCIAS
title_short Ensino de ciências em uma perspectiva inclusiva : utilização de tecnologia assistiva com alunos com deficiência visual
title_full Ensino de ciências em uma perspectiva inclusiva : utilização de tecnologia assistiva com alunos com deficiência visual
title_fullStr Ensino de ciências em uma perspectiva inclusiva : utilização de tecnologia assistiva com alunos com deficiência visual
title_full_unstemmed Ensino de ciências em uma perspectiva inclusiva : utilização de tecnologia assistiva com alunos com deficiência visual
title_sort Ensino de ciências em uma perspectiva inclusiva : utilização de tecnologia assistiva com alunos com deficiência visual
author Silva, Tatiane Santos
author_facet Silva, Tatiane Santos
author_role author
dc.contributor.author.fl_str_mv Silva, Tatiane Santos
dc.contributor.advisor1.fl_str_mv Souza, Myrna Friederichs Landim de
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/5475976621754118
contributor_str_mv Souza, Myrna Friederichs Landim de
dc.subject.por.fl_str_mv Ensino de ciências
Educação inclusiva 
Educação especial
Deficientes visuais - Educação
Deficientes visuais
Cegos
Tecnologia assistiva
Educação de cegos
topic Ensino de ciências
Educação inclusiva 
Educação especial
Deficientes visuais - Educação
Deficientes visuais
Cegos
Tecnologia assistiva
Educação de cegos
Inclusive education
Blind
Science
Special education
Visually handicapped
Assistive technology
CNPQ::OUTROS::CIENCIAS
dc.subject.eng.fl_str_mv Inclusive education
Blind
Science
Special education
Visually handicapped
Assistive technology
dc.subject.cnpq.fl_str_mv CNPQ::OUTROS::CIENCIAS
description School inclusion of people with visual impairment should lead us to reflect how you are processing science teaching in inclusive schools. For the teaching of science and biology is characterized by extensive use of visual cues and are still scarce resources appropriate for teaching science aimed at students with visual impairment assistive technologies. Therefore, it is justified to consider a job using different assistive technology resources, tactile and sound, which can be used by these students , and the study of its feasibility of use. This study aimed to analyze the process of teaching and learning of Science with visually impaired students in a school of public schools in Aracaju, SE, as the use of assistive technology resources. Research uses qualitative approach adapting to molds case study. For data collection, the research was divided into three stages. At first, semi-structured interviews with students with visual impairments and their science teacher and not participating school interviews were conducted systematic observations. In the second step was performed in a validation group of different resources assistive technology developed by the researcher. In the third, the validated assistive technologies were used by teacher and students in science classes, that the opportunity was held not participating systematic observations. Finally, the opinions of survey participants was collected through semi - structured interviews after class. It can be noticed with this research, from the participants´ speech, that the conditions for learning science discipline, students with visual impairments included in this school are walking on the razor´s edge. Well, on one side there are the teachers interviewed, which have no initial or ongoing training about school inclusion of people with disabilities. Another, students with visual impairment, which merely "hear" the science classes, do assistive technology resources that provide access to strictly visual elements in science teaching were being used. According to students, the use of assistive technologies, which occurred in the third stage of this research, were extremely important to their learning because from these, they were able to access the knowledge of cells and tissues, since, according to them, without use of materials was difficult to understand the lesson. In short, we must go further and constantly hear actors inclusion, as students, subject teachers, specialist teachers of special education and all school staff, precisely because it is a recent, fluid and dynamic process that can be constantly improved as the reality that observes and experiences.
publishDate 2014
dc.date.issued.fl_str_mv 2014-02-25
dc.date.accessioned.fl_str_mv 2017-09-26T18:15:11Z
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