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Competência digital dos professores do grupo de educação especial em Portugal: uma análise baseada na autopercepção
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| 7.56 MB | Adobe PDF |
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Abstract(s)
A sociedade da informação oferece diversas tecnologias que transformam o sistema educativo, exigindo maior capacitação digital dos docentes, inclusive para inclusão. No caso de estudantes com necessidades específicas, é essencial que os recursos sejam acessíveis, pois a pedagogia digital e as ferramentas utilizadas determinam sua participação e inclusão no processo de aprendizagem. Nesse sentido, essa pesquisa centra-se na autopercepção dos professores quanto às suas competências digitais, em particular no contexto da Educação Especial em Portugal. Objetiva compreender os conceitos, desafios e possibilidades relacionados às competências digitais destes e o modo como podem integrar as tecnologias digitais nos processos de inclusão e acessibilidade. Os principais achados do estudo revelam que os professores utilizam tecnologias digitais para atender necessidades específicas como dislexia, TDAH (PHDA) e altas habilidades/superdotação, mas a personalização de materiais para alunos com limitações visuais e auditivas é menos comum. Há um compromisso significativo na criação de ambientes de aprendizagem interativos para alunos com dificuldades de aprendizagem; contudo, a integração de recursos de acessibilidade em plataformas de e-learning e o uso de ferramentas de avaliação digital acessíveis ainda são pouco frequentes. A pesquisa indica que a maioria se sente confiante na escolha de tecnologias adequadas para promover a aprendizagem ativa, embora o uso de recursos digitais para explicar e visualizar novos conceitos varie entre eles. Além disso, os dados revelam uma prática limitada na avaliação sistemática das necessidades de inclusão dos alunos e uma falta de sensibilização das escolas quanto à importância das tecnologias assistivas. O questionário fundamentado no referencial DigCompEdu evidencia que a maioria dos professores se identifica como “Integradores”, demonstrando um compromisso ativo em garantir um acesso equitativo às tecnologias digitais. Em conclusão, a análise abrangente dos dados coletados revela um panorama complexo e multifacetado. Os resultados indicam que os professores se empenham em usar tecnologias digitais para atender às necessidades específicas dos alunos, promovendo práticas pedagógicas inclusivas. Contudo, ainda existem desafios na integração de tecnologias avançadas e na criação de ambientes acessíveis. Recomenda-se investir em formação contínua e suporte aos docentes para fortalecer competências digitais e fomentar uma educação inclusiva centrada no aluno.
The The information society offers diverse technologies that are transforming the educational system, requiring greater digital competence among teachers, including in the area of inclusion. For students with specific needs, it is essential that resources are fully accessible, as digital pedagogy and the tools used directly influence their participation and inclusion in the learning process. In this context, this research focuses on teachers’ self-perception regarding their digital competencies, particularly within the scope of Special Education in Portugal. The study aims to understand the concepts, challenges, and possibilities related to these competencies and how teachers can integrate digital technologies into processes of inclusion and accessibility. The main findings indicate that teachers use digital technologies to address specific needs such as dyslexia, ADHD, and giftedness, but the customization of materials for students with visual or hearing impairments is less common. Teachers show a significant commitment to creating interactive learning environments for students with learning difficulties; however, the integration of accessibility features in e-learning platforms and the use of accessible digital assessment tools remain limited. The study also indicates that most teachers feel confident in selecting appropriate technologies to promote active learning, although the use of digital resources to explain and visualize new concepts varies. Furthermore, the data reveal limited systematic assessment of students’ inclusion needs and a lack of awareness in schools regarding the importance of assistive technologies. The questionnaire, based on the DigCompEdu framework, shows that most teachers identify as “Integrators,” demonstrating an active commitment to ensuring equitable access to digital technologies. In conclusion, the comprehensive analysis of the collected data reveals a complex and multifaceted scenario. The results indicate that teachers are committed to using digital technologies to meet students’ specific needs, promoting inclusive pedagogical practices. Nonetheless, challenges remain in integrating advanced technologies and creating accessible learning environments. Investment in continuous professional development and teacher support is recommended to strengthen digital competencies and foster student-centered inclusive education.
The The information society offers diverse technologies that are transforming the educational system, requiring greater digital competence among teachers, including in the area of inclusion. For students with specific needs, it is essential that resources are fully accessible, as digital pedagogy and the tools used directly influence their participation and inclusion in the learning process. In this context, this research focuses on teachers’ self-perception regarding their digital competencies, particularly within the scope of Special Education in Portugal. The study aims to understand the concepts, challenges, and possibilities related to these competencies and how teachers can integrate digital technologies into processes of inclusion and accessibility. The main findings indicate that teachers use digital technologies to address specific needs such as dyslexia, ADHD, and giftedness, but the customization of materials for students with visual or hearing impairments is less common. Teachers show a significant commitment to creating interactive learning environments for students with learning difficulties; however, the integration of accessibility features in e-learning platforms and the use of accessible digital assessment tools remain limited. The study also indicates that most teachers feel confident in selecting appropriate technologies to promote active learning, although the use of digital resources to explain and visualize new concepts varies. Furthermore, the data reveal limited systematic assessment of students’ inclusion needs and a lack of awareness in schools regarding the importance of assistive technologies. The questionnaire, based on the DigCompEdu framework, shows that most teachers identify as “Integrators,” demonstrating an active commitment to ensuring equitable access to digital technologies. In conclusion, the comprehensive analysis of the collected data reveals a complex and multifaceted scenario. The results indicate that teachers are committed to using digital technologies to meet students’ specific needs, promoting inclusive pedagogical practices. Nonetheless, challenges remain in integrating advanced technologies and creating accessible learning environments. Investment in continuous professional development and teacher support is recommended to strengthen digital competencies and foster student-centered inclusive education.
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Keywords
Competência digital docente Educação inclusiva Tecnologias assistivas