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Advisor(s)
Abstract(s)
A inclusão da pessoa com deficiência é repensada nas escolas como um espaço em
que os alunos se apropriam do conhecimento que lhes possibilita uma vida mais
autônoma (SIMÕES, 2002; SOUZA, 2016). Uma das formas de acesso ao
conhecimento é por meio do uso de tecnologias assistivas (TA) como instrumento de
mediação pedagógica que ampara o processo de ensino e aprendizagem do
estudante com deficiência, todavia precisa-se de profissionais da educação com
formação adequada para usar e criar TA (FRAZ, 2018; GELLER; SGANZERLA,
2014). Os eventos científicos são locais que possibilitam aos profissionais divulgar e
socializar conhecimentos elaborados por meio de pesquisas e vivências cotidianas.
Dessa forma, o presente estudo tem como objetivo analisar trabalhos que tematizem
a TA aos alunos com deficiência, publicados em anais de eventos realizados no
Brasil. Identificamos anais de três eventos que apresentam como um dos eixos
temáticos as tecnologias educacionais. Buscou-se nos anais dos eventos pesquisas
voltadas ao desenvolvimento de tecnologias digitais para inclusão de alunos com
deficiência. Localizaram-se130 artigos publicados nos três eventos e cinco edições
avaliadas. Após análise das pesquisas, identificou-se que: i) a região Sudeste
brasileiro tem a maior produção de pesquisa com o tema; ii) há maior número de
pesquisas de TA voltada à deficiência visual; iii) os instrumentos desenvolvidos relataram casos específicos a envolver pequenos grupos focais; iv) há um esforço
em promover a informática educacional como veículo de inclusão do aluno com
deficiência. Entretanto, verificou-se a necessidade de divulgação e implementação
das tecnologias para a validação por outros profissionais da educação, a fim de servir
como um instrumento mediador para que as pessoas com deficiência se apropriem
do conhecimento e a educação inclusiva se efetive.
The inclusion of disabled people is reconsidered in schools, a space where students appropriate knowledge that allows them a more autonomous life (SIMÕES, 2002; SOUZA, 2016). One of the ways to access knowledge is through assistive technology usage as a pedagogical mediation instrument, which sustains the disabled students’ teaching and learning process; however, education professionals with expertise to utilize and create assistive technologies are needed (FRAZ, 2018; GELLER; SGANZERLA, 2014). Thus, scientific events are places which make it possible for professionals to disseminate and socialize knowledge elaborated through research and day-to-day experiences. In this way, this study has the objective of analyzing works which apply assistive technologies to disabled students and were published in Brazilian conferences proceedings. We have identified proceedings of three conferences which have educational technologies as one of their thematic lines. In these proceedings, we have searched for researches centered on the development of digital technologies in order to include disabled students. 130 papers published in those three conferences and five editions were located. After analyzing the researches, we have identified that: i) the region of Brazilian Southeast has produced the most research on this theme; ii) there is a bigger number of researches centered on assistive technologies for visual disabilities; iii) the developed instruments have reported specific cases involving small focal groups; iv) there is an effort in order to promote educational computing as an inclusion vehicle for the disabled student. However, we have verified the necessity of promoting and implementing technologies in order to be validated by other education professionals, so they can become an instrument of mediation for disabled people to appropriate knowledge and inclusive education can be implemented.
The inclusion of disabled people is reconsidered in schools, a space where students appropriate knowledge that allows them a more autonomous life (SIMÕES, 2002; SOUZA, 2016). One of the ways to access knowledge is through assistive technology usage as a pedagogical mediation instrument, which sustains the disabled students’ teaching and learning process; however, education professionals with expertise to utilize and create assistive technologies are needed (FRAZ, 2018; GELLER; SGANZERLA, 2014). Thus, scientific events are places which make it possible for professionals to disseminate and socialize knowledge elaborated through research and day-to-day experiences. In this way, this study has the objective of analyzing works which apply assistive technologies to disabled students and were published in Brazilian conferences proceedings. We have identified proceedings of three conferences which have educational technologies as one of their thematic lines. In these proceedings, we have searched for researches centered on the development of digital technologies in order to include disabled students. 130 papers published in those three conferences and five editions were located. After analyzing the researches, we have identified that: i) the region of Brazilian Southeast has produced the most research on this theme; ii) there is a bigger number of researches centered on assistive technologies for visual disabilities; iii) the developed instruments have reported specific cases involving small focal groups; iv) there is an effort in order to promote educational computing as an inclusion vehicle for the disabled student. However, we have verified the necessity of promoting and implementing technologies in order to be validated by other education professionals, so they can become an instrument of mediation for disabled people to appropriate knowledge and inclusive education can be implemented.
Description
Keywords
Tecnologias digitais Tecnologia assistiva Inclusão Deficiencia
Citation
Andrade, Gustavo; Silva, Sani; Shimazaki, Elsa; Meirinhos, Manuel (2021). Tecnologias digitais para o ensino inclusivo: análise das produções apresentadas em congressos brasileiros. In III Seminário Internacional CAFTE - Currículo, Avaliação, Formação e Tecnologias Educativas. Porto: Universidade do Porto. p. 783-805. ISBN 978-989-8471-40-6
Publisher
Universidade do Porto