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Um olhar nas escolas públicas nos municípios Careiro e Iranduba : AM sobre formação em TIC para professores do ensino de educação especial
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Neste trabalho de dissertação do mestrado, entendemos a formalidade regulamentar, que integra o estudo científico à problemática da formação em TIC para Professores do Ensino de Educação Especial e Educação Inclusiva, explorando cinco escolas públicas dos municípios Careiro e Iranduba no Estado do Amazonas. As ferramentas tecnológicas possibilitaram novas formas de aprender, pensar, ler e escrever, pois é relevante que o professor, em particular da disciplina de Ciências Naturais, Ensino Básico reflita sobre essa realidade, repense sua prática pedagógica, de modo que lhe permita não só lidar com esse facto, como também modificá-lo. No que tange, na dimensão teórica, procurou-se contextualizar e processar a formação contínua de professores no contexto educacional e, também, o aprendizado dos alunos com NEE. Definiu-se o objetivo central do estudo analisar como as escolas públicas dos municípios Careiro e Iranduba-AM utilizam as TIC em sala de aula com vista a desenvolver os alunos NEE na concepção da educação inclusiva. O estudo transcorreu em duas fases: Na primeira, buscou-se documentos oficiais e autorização para a validação; na segunda, discorreu-se sobre a metodologia da pesquisa, que consideram os aspetos metodológicos, seguida da descrição do estudo, os participantes, as técnicas e aplicações dos instrumentos de recolha, tratamento de dados, apresentação e a discussão dos resultados, além, da conclusão e referências bibliográficas, no contexto de uma abordagem quantitativa. Outrossim, concluiu-se relativamente que as TIC são usadas frequentemente, na sala de aula. Nesse viés, enquanto modalidade de ensino, a Educação Especial tem uma história, um conjunto de conhecimentos e saberes, os quais podem aparecer de forma não tão importante nos espaços académicos, mas com certeza permitiu falar no quotidiano em educação inclusiva, conceber políticas e práticas que avaliam todos os sujeitos no contexto educativo. Assim, a revolução das inovações tecnológicas, sustentada pelas TIC dentro de um contexto educacional, como objetos de aprendizagem, assegurou aos alunos com NEE que se encontram em interação permanente com esses elementos de evolução a possibilidade de experimentar, de modo prático e ativo, aquilo que foram conduzidos a aprender na escola, sendo a percepção do conhecimento facilitada pela correlação lógica daquilo que aprendem com aquilo que utilizam frequentemente.
In this master's thesis work, we understand the regulatory formality, which integrates scientific study with the issue of ICT training for Special Education and Inclusive Education Teachers, exploring five public schools in the municipalities of Careiro and Iranduba in the State of Amazonas. Technological tools have enabled new ways of learning, thinking, reading and writing, as it is important that the teacher, particularly in the Natural Sciences and Basic Education discipline, reflects on this reality, rethinks his pedagogical practice, in a way that allows him not only to deal with this fact, as well as modifying it. Regarding, in the theoretical dimension, we sought to contextualize and process the continuous training of teachers in the educational context and, also, the learning of students with SEN in the. The central objective of the study was defined to analyze how public schools in the municipalities of Careiro and Iranduba-AM use ICT in the classroom with a view to developing SEN students in the conception of inclusive education. The study took place in two phases: In the first, official documents and authorization for validation were sought; in the second, the research methodology was discussed, which considers the methodological aspects, followed by the description of the study, the participants, the techniques and applications of the collection instruments, data processing, presentation and discussion of the results, in addition to the conclusion and bibliographical references, in the context of a quantitative approach. Furthermore, it was relatively concluded that ICTs are frequently used in the classroom. In this sense, as a teaching modality, Special Education has a history, a set of knowledge, which may appear in a not so important way in academic spaces, but certainly allowed us to talk about inclusive education in everyday life, design policies and practices that evaluate all subjects in the educational context. Thus, the revolution in technological innovations, supported by ICT within an educational context, as learning objects, ensured that students with SEN who are in permanent interaction with these elements of evolution have the possibility of experiencing, in a practical and active way, what who were led to learn at school, with the perception of knowledge facilitated by the logical correlation of what they learn with what they frequently use.
In this master's thesis work, we understand the regulatory formality, which integrates scientific study with the issue of ICT training for Special Education and Inclusive Education Teachers, exploring five public schools in the municipalities of Careiro and Iranduba in the State of Amazonas. Technological tools have enabled new ways of learning, thinking, reading and writing, as it is important that the teacher, particularly in the Natural Sciences and Basic Education discipline, reflects on this reality, rethinks his pedagogical practice, in a way that allows him not only to deal with this fact, as well as modifying it. Regarding, in the theoretical dimension, we sought to contextualize and process the continuous training of teachers in the educational context and, also, the learning of students with SEN in the. The central objective of the study was defined to analyze how public schools in the municipalities of Careiro and Iranduba-AM use ICT in the classroom with a view to developing SEN students in the conception of inclusive education. The study took place in two phases: In the first, official documents and authorization for validation were sought; in the second, the research methodology was discussed, which considers the methodological aspects, followed by the description of the study, the participants, the techniques and applications of the collection instruments, data processing, presentation and discussion of the results, in addition to the conclusion and bibliographical references, in the context of a quantitative approach. Furthermore, it was relatively concluded that ICTs are frequently used in the classroom. In this sense, as a teaching modality, Special Education has a history, a set of knowledge, which may appear in a not so important way in academic spaces, but certainly allowed us to talk about inclusive education in everyday life, design policies and practices that evaluate all subjects in the educational context. Thus, the revolution in technological innovations, supported by ICT within an educational context, as learning objects, ensured that students with SEN who are in permanent interaction with these elements of evolution have the possibility of experiencing, in a practical and active way, what who were led to learn at school, with the perception of knowledge facilitated by the logical correlation of what they learn with what they frequently use.
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Educação especial Educação inclusiva TIC Formação de professores Special education Inclusive education ICT Teacher training