Biblioteca Digital de VanguardiaTECHNOLOGY AND INTELLECTUAL DISABILITY: PEDAGOGICAL PRACTICES FOR DIGITAL INCLUSION
The educational service for students with intellectual disability is a recurrent theme in the discussions of this field, in the sense of overcoming an excluding vision that considers the disability and ignores the capabilities, and searching to offer real conditions of access to knowledge coming fro...
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| Formato: | info:eu-repo/semantics/article |
| Lenguaje: | Portugués |
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Universidade Estadual Paulista, Faculdade de Ciências e Letras de Araraquara
2017
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| Acceso en línea: | https://periodicos.fclar.unesp.br/rpge/article/view/10449 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/65831 |
| _version_ | 1782338058144710656 |
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| author | Carneiro, Relma Urel Carbone Costa, Maria Carolina Branco |
| author_facet | Carneiro, Relma Urel Carbone Costa, Maria Carolina Branco |
| author_sort | Carneiro, Relma Urel Carbone |
| collection | Repositorio |
| description | The educational service for students with intellectual disability is a recurrent theme in the discussions of this field, in the sense of overcoming an excluding vision that considers the disability and ignores the capabilities, and searching to offer real conditions of access to knowledge coming from specificities. The use of technology has been pointed out as a pedagogical resource that can contribute in this process, making the student the protagonist, allowing the development of a number of areas of knowledge. Thus we have developed a study from an extension project linked to Unesp Teaching Center (Núcleo de Ensino da Unesp), aiming to propose and evaluate pedagogical actions through the use of computing for students with intellectual disability. The study was performed at a Special Education Center with a group of 18 students with ages between 9 and 60 years. It was based on the theoretical references of historical-critical pedagogy and historical-cultural psychology. It also used a qualitative approach and had research-action as its methodological procedure. The results obtained from evaluations, regular teachers’ reports and procedural follow-up of the participants demonstrated that the students involved were placed in digital information environments and the computer has acted as an effective pedagogical tool in the process of teaching and learning. |
| format | info:eu-repo/semantics/article |
| id | clacso-CLACSO65831 |
| institution | CLACSO, Repositorio Digital |
| language | Portugués |
| publishDate | 2017 |
| publisher | Universidade Estadual Paulista, Faculdade de Ciências e Letras de Araraquara |
| record_format | greenstone |
| spelling | clacso-CLACSO658312022-03-18T19:30:04Z TECHNOLOGY AND INTELLECTUAL DISABILITY: PEDAGOGICAL PRACTICES FOR DIGITAL INCLUSION TECNOLOGIA Y DEFICIENCIA INTELECTUAL: PRÁCTICAS PEDAGÓGICAS PARA INCLUSIÓN DIGITAL Tecnologia e deficiência intelectual: práticas pedagógicas para inclusão digital Carneiro, Relma Urel Carbone Costa, Maria Carolina Branco Special education. Intellectual disability. Technology. Digital inclusion. Educación Especial. Deficiencia intelectual. Tecnología. Inclusión Digital. Educação especial. Deficiência intelectual. Tecnologia. Inclusão digital. The educational service for students with intellectual disability is a recurrent theme in the discussions of this field, in the sense of overcoming an excluding vision that considers the disability and ignores the capabilities, and searching to offer real conditions of access to knowledge coming from specificities. The use of technology has been pointed out as a pedagogical resource that can contribute in this process, making the student the protagonist, allowing the development of a number of areas of knowledge. Thus we have developed a study from an extension project linked to Unesp Teaching Center (Núcleo de Ensino da Unesp), aiming to propose and evaluate pedagogical actions through the use of computing for students with intellectual disability. The study was performed at a Special Education Center with a group of 18 students with ages between 9 and 60 years. It was based on the theoretical references of historical-critical pedagogy and historical-cultural psychology. It also used a qualitative approach and had research-action as its methodological procedure. The results obtained from evaluations, regular teachers’ reports and procedural follow-up of the participants demonstrated that the students involved were placed in digital information environments and the computer has acted as an effective pedagogical tool in the process of teaching and learning. El atendimiento educativo a estudiantes con deficiencia intelectual es un tema recurrente en las discusiones del área, en el sentido de superación de una visión excluyente, que considera la deficiencia e ignora las capacidades, buscando el ofrecimiento de condiciones reales de acceso al conocimiento a partir de las especificidades. El uso de la tecnología ha sido apuntado como un recurso pedagógico que puede contribuir en este proceso, estableciendo el estudiante como protagonista, posibilitando el desarrollo de varias áreas del conocimiento. De esa forma, desarrollamos un estudio a partir de un proyecto de extensión vinculado al Núcleo de Enseñanza de la Unesp, con el objetivo de proponer y evaluar acciones pedagógicas a través del uso da informática a los alumnos con deficiencia intelectual. El estudio fue realizado en un Centro de Educación Especial con un grupo de dieciocho estudiantes, de grupo de edad entre 9 y 60 años. Se basó en el referencial teórico de la pedagogía histórico-crítica y psicología histórico cultural, utilizando del abordaje cualitativa y tuvo como procedimiento metodológico la pesquisa-acción. Los resultados alcanzados a partir de las evaluaciones, relatos de las profesoras de enseñanza común y acompañamiento de proceso del desempeño de los participantes demuestran que los estudiantes involucrados fueron inseridos a los ambientes informacionales digitales y la computadora actuó como herramienta pedagógica efectiva en el proceso de enseñanza-aprendizaje. O atendimento educacional a estudantes com deficiência intelectual é um tema recorrente nas discussões da área, no sentido de superação de uma visão excludente, que considera a deficiência e ignora as capacidades, buscando o oferecimento de condições reais de acesso ao conhecimento a partir das especificidades. O uso da tecnologia tem sido apontado como um recurso pedagógico que pode contribuir neste processo, colocando o estudante como protagonista, possibilitando o desenvolvimento de várias áreas do conhecimento. Assim, desenvolvemos um estudo a partir de um projeto de extensão vinculado ao Núcleo de Ensino da Unesp, com o objetivo de propor e avaliar ações pedagógicas através do uso da informática a alunos com deficiência intelectual. O estudo foi realizado em um Centro de Educação Especial com um grupo de dezoito estudantes, de faixa etária compreendida entre 9 e 60 anos. Baseou-se no referencial teórico da pedagogia histórico-crítica e da psicologia histórico cultural, utilizou-se da abordagem qualitativa e teve como procedimento metodológico a pesquisa-ação. Os resultados obtidos a partir das avaliações, relatos das professoras regulares e acompanhamento processual do desempenho dos participantes demonstram que os estudantes envolvidos foram inseridos em ambientes informacionais digitais e o computador atuou como ferramenta pedagógica efetiva no processo de ensino-aprendizagem. 2017-10-04 2022-03-18T19:30:04Z 2022-03-18T19:30:04Z info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Pesquisa teórica; revisão de literatura; https://periodicos.fclar.unesp.br/rpge/article/view/10449 10.22633/rpge.v21.n.esp1.out.2017.10449 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/65831 por https://periodicos.fclar.unesp.br/rpge/article/view/10449/6805 Copyright (c) 2017 Revista on line de Política e Gestão Educacional application/pdf Universidade Estadual Paulista, Faculdade de Ciências e Letras de Araraquara Revista on line de Política e Gestão Educacional; v. 21, n. esp. 1, out./2017 - Dossiê Tecnologias e educação: novos olhares e percepções; 706-719 1519-9029 10.22633/rpge.v21.n.esp1.out.2017 |
| spellingShingle | Special education. Intellectual disability. Technology. Digital inclusion. Educación Especial. Deficiencia intelectual. Tecnología. Inclusión Digital. Educação especial. Deficiência intelectual. Tecnologia. Inclusão digital. Carneiro, Relma Urel Carbone Costa, Maria Carolina Branco TECHNOLOGY AND INTELLECTUAL DISABILITY: PEDAGOGICAL PRACTICES FOR DIGITAL INCLUSION |
| title | TECHNOLOGY AND INTELLECTUAL DISABILITY: PEDAGOGICAL PRACTICES FOR DIGITAL INCLUSION |
| title_full | TECHNOLOGY AND INTELLECTUAL DISABILITY: PEDAGOGICAL PRACTICES FOR DIGITAL INCLUSION |
| title_fullStr | TECHNOLOGY AND INTELLECTUAL DISABILITY: PEDAGOGICAL PRACTICES FOR DIGITAL INCLUSION |
| title_full_unstemmed | TECHNOLOGY AND INTELLECTUAL DISABILITY: PEDAGOGICAL PRACTICES FOR DIGITAL INCLUSION |
| title_short | TECHNOLOGY AND INTELLECTUAL DISABILITY: PEDAGOGICAL PRACTICES FOR DIGITAL INCLUSION |
| title_sort | technology and intellectual disability: pedagogical practices for digital inclusion |
| topic | Special education. Intellectual disability. Technology. Digital inclusion. Educación Especial. Deficiencia intelectual. Tecnología. Inclusión Digital. Educação especial. Deficiência intelectual. Tecnologia. Inclusão digital. |
| url | https://periodicos.fclar.unesp.br/rpge/article/view/10449 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/65831 |