INCLUSIVE EDUCATION IN DISTANCE EDUCATION: THE PERSPECTIVE OF TUTORS MEDIATING SPECIAL EDUCATION STUDENTS

• Autor(a) principal: Gomes dos Santos, Natália
• Data de Publicação: 2019
• Outros Autores: Amaral da Silva Souza, Lilian, Scaramuzza, Bruno Cézar, Klaus, Melina
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Paidéi@
• Texto Completo: https://periodicos.unimesvirtual.com.br/index.php/paideia/article/view/928
• topic: Educação; Educação Especial; Educação a Distância; Inclusão; Ensino Superior; Educação a Distância

The following paper aimed to analyze the contributions of a training course on Inclusive Education in Distance Education offered to higher education tutors and to understand their perceptions regarding the work carried out with the target public of special education in pedagogical mediation. Considering the current legislation and discussions on the democratization of education, Special Education is a transversal modality of education that permeates all levels, modalities and stages of the schooling process. Therefore, the conditions of access, permanence and academic success must be guaranteed. Regarding higher education, there has been a significant increase in students with special educational needs. Many are the contributions of Information and Communication Technologies (ICTs) to the academic success of these students, thus distance education may be seen as a tool to provide access to a degree in higher education. In this context, during a training course, the perceptions of tutors who work with pedagogical mediation in a private university were analyzed based on the qualitative approach. Nine tutors who participated in the training course participated in the study. The results showed that tutors understand the importance of a work based on adaptations and strategies, aiming to provide access to knowledge to students. Participants also pointed out that the approach must be focused on the social barriers imposed to the public of Special Education to study in higher education. The study highlighted the importance of such discussions with all those involved in the process of inclusion of the target public students of special education, since access to education and professional qualification is a social right.