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Tecnologia assistiva e inovação pedagógica: perspectiva de aprendizagem na sala de recursos da Escola Samuel Galvão de Oliveira
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Advisor(s)
Abstract(s)
A presente dissertação tem como objetivo investigar elementos de inovação pedagógica nos
processos de aprendizagem com o uso das Tecnologias Assistivas nas Sala de Recurso da
Escola Municipal Samuel Galvão de Oliveira do Município de Campo Formoso – BA. A partir
da investigação e compreensão definimos com o objetivo específico pesquisar a prática
pedagógica atuante na Sala de Recurso, partindo do conceito de Inovação Pedagógica, ruptura
paradigmática e aprendizagem na Sala de Recurso da referida unidade escolar. Do mesmo
modo, definir em que medida a prática pedagógica realizada se apresenta como condutora de
contribuições efetivas à construção de uma pedagogia inovadora mediadora no processo de
autonomia e na exclusão destes alunos. Guiada por estes objetivos esta pesquisa apresenta
elementos de reflexão e discussão que permitem compreender se as práticas desenvolvidas
articulam a aprendizagem do aluno. Esta pesquisa desenvolveu-se utilizando uma metodologia
qualitativa de cunho etnográfico, enfatizando à observação participante, entrevista não estruturada, recolha e análise de documentos oficiais e pessoais e os registros feitos durante as
observações registradas no diário de campo. Usando esta técnica de investigação não
encontramos elementos de inovação pedagógica no processo de aprendizagem de alunos que
apresentam deficiências como podemos provar no decorrer do discurso deste estudo. Buscou
refletir sobre os métodos pedagógicos utilizados pela professora, de acordo com os interesses,
habilidades e dificuldade de cada aluno. Desta forma, se torna possível a atuação concreta, em
igualdade de oportunidades para o pleno desenvolvimento de todos os educandos. Por fim,
foram apontadas as dificuldades, as facilidades e as sugestões para os profissionais.
This dissertation aims to investigate elements of pedagogical innovation in the learning processes with the use of Assistive Technologies in the Resource Room of the Samuel Galvão de Oliveira Municipal School in the Municipality of Campo Formoso - BA. Based on research and understanding, we defined with the specific objective of researching the pedagogical practice active in the Resource Room, starting from the concept of Pedagogical Innovation, paradigmatic rupture and learning in the Resource Room of that school unit. Likewise, defining the extent to which the pedagogical practice carried out presents itself as a driver of effective contributions to the construction of an innovative pedagogy that mediates the process of autonomy and the exclusion of these students. Guided by these objectives this research presents elements of reflection and discussion that allow to understand if the developed practices articulate the student's learning. This research was developed using a qualitative methodology of an ethnographic nature, emphasizing participant observation, unstructured interview, collection and analysis of official and personal documents and the records made during the observations recorded in the field diary. Using this investigation technique, we did not find elements of pedagogical innovation in the learning process of students who have disabilities as we can prove during the course of this study. It sought to reflect on the pedagogical methods used by the teacher, according to the interests, skills and difficulties of each student. In this way, concrete action is possible, on equal opportunities for the full development of all students. Finally, difficulties, facilities and suggestions for professionals were pointed out.
This dissertation aims to investigate elements of pedagogical innovation in the learning processes with the use of Assistive Technologies in the Resource Room of the Samuel Galvão de Oliveira Municipal School in the Municipality of Campo Formoso - BA. Based on research and understanding, we defined with the specific objective of researching the pedagogical practice active in the Resource Room, starting from the concept of Pedagogical Innovation, paradigmatic rupture and learning in the Resource Room of that school unit. Likewise, defining the extent to which the pedagogical practice carried out presents itself as a driver of effective contributions to the construction of an innovative pedagogy that mediates the process of autonomy and the exclusion of these students. Guided by these objectives this research presents elements of reflection and discussion that allow to understand if the developed practices articulate the student's learning. This research was developed using a qualitative methodology of an ethnographic nature, emphasizing participant observation, unstructured interview, collection and analysis of official and personal documents and the records made during the observations recorded in the field diary. Using this investigation technique, we did not find elements of pedagogical innovation in the learning process of students who have disabilities as we can prove during the course of this study. It sought to reflect on the pedagogical methods used by the teacher, according to the interests, skills and difficulties of each student. In this way, concrete action is possible, on equal opportunities for the full development of all students. Finally, difficulties, facilities and suggestions for professionals were pointed out.
Description
Keywords
Inovação pedagógica Processos de aprendizagem Tecnologias assistivas Escola Municipal Samuel Galvão de Oliveira do Município de Campo Formoso – BA Pedagogical innovation Learning processes Assistive technologies Ciências da Educação - Inovação Pedagógica . Faculdade de Ciências Sociais