Formação em tecnologia digital e assistiva para professores de educação especial durante a pandemia

• Autor(a) principal: Barreto, Lara Lyss de Almeida
• Data de Publicação: 2022
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFS
• Texto Completo: http://ri.ufs.br/jspui/handle/riufs/17250
• topic: Educação especial; Sergipe; Tecnologia educacional; Pandemia de COVID-19; Professores de educação especial; Formação de professores; Atendimento educacional especializado; Ensino remoto; Tecnologia digital; Tecnologia assistiva; COVID-19; Special education; Specialized educational service; Remote teaching; Digital technology; Assistive technology; CIENCIAS HUMANAS::EDUCACAO

This dissertation aimed to analyze a training experience for teachers of Specialized Educational Service regarding the use of digital and assistive technologies for remote classes, during the Covid-19 pandemic. First, it was investigated how the monitoring of the students of the Specialized Educational Service in the city of Nossa Senhora do Socorro/SE was being done, during the pandemic period, and from there, a training proposal was developed and the analysis of its effects. It is a research with a qualitative approach, of the collaborative-critical action research type. The training took place remotely, it was divided into six meetings, totaling 20 hours. We had as subjects for this research 12 Special Education teachers from Nossa Senhora do Socorro/SE county. For data collection, the instruments were the field diary of the meetings, videos, audios, photos and two questionnaires, initial and final. As results, the following stand out: Teachers had a lot of difficulty in technological resources, did not use, and had not had any type of specific training focusing on digital and assistive technologies; it is possible to develop training practices that trigger the self-training desire; the collaborative-critical process in teacher training proved to be an alternative for specific goals; training contributed to the training of teachers, but more time was needed to consolidate the contents; work linking theory and practice is a necessity when working with assistive and accessibility tools; it is possible to develop training remotely, but it has several negative aspects when compared to face-to-face training. It is concluded that, regardless of the scenario, it is necessary to believe and invest in the schooling of students who are the target audience of Special Education.