Formação continuada de professores: tecnologia assistiva para a escola inclusiva de alunos com deficiência visual

Detalhes bibliográficos
Ano de defesa: 2019
Autor(a) principal: Turci, Paulo Cesar
Orientador(a): Costa, Maria da Piedade Resende da lattes
Banca de defesa: Não Informado pela instituição
Tipo de documento: Tese
Tipo de acesso: Acesso aberto
Idioma: por
Instituição de defesa: Universidade Federal de São Carlos
Câmpus São Carlos
Programa de Pós-Graduação: Programa de Pós-Graduação em Educação Especial - PPGEEs
Departamento: Não Informado pela instituição
País: Não Informado pela instituição
Palavras-chave em Português:
Palavras-chave em Inglês:
Área do conhecimento CNPq:
Link de acesso: https://repositorio.ufscar.br/handle/ufscar/12054
Resumo: Abstract: Since 2007, the Ministry of Education and Culture (MEC) has started to distribute notebooks equipped with assistive technology devices (TA), mainly Dosvox, which allows students with visual impairments (DV) to access the computer. However, this inclusive technology has not been incorporated into such students’s educational process as developed in the common classroom. Specialized literature justifies such absence with the claim that the regent teachers have not been prepared during their initial and continued training to work with students with DV and yet neither with notebooks equipped with Dosvox or with other AT devices. In view of the above, the present research has as general objective: to elaborate, apply and analyze a continuous training program aimed at training teachers to work with a computer equipped with assistive technology devices: Windows access facility or Dosvox system in the educational process of students with visual impairment, developed in the common classroom. And as specific objectives: a) Analyze the effects of a continuing training program on the educational process of participants about assistive technology devices: Windows access facility or Dosvox system. B) Analyze in which tasks of continuous training program aimed at educational process of students with visual impairment developed in the common classroom obtained the highest and lowest levels of acquisition of knowledge by the participants. For this purpose, a program evaluation study was carried out, with an AB type design, with four participants: an elementary school teacher, a high school teacher, a retired teacher and a Special Education undergraduate student. The program was composed of 18 tasks divided in six phases with 30 hours of duration with two-hour weekly classes and held in the Community Library (BCO) of the Federal University of São Carlos (UFSCar) in São Carlos. The instruments used to collect data were: a) semi-structured interview with the purpose of characterizing the participants; b) a task protocol to assess the knowledge acquired by participants at two different times: 1) before the start of the program (pre-intervention) and 2) after the completion of the program (post intervention); and c) field diary to register the development of the program. Data analysis was quantitative and occurred as follows: the data obtained with the pre-intervention applied task protocol were compared with the data obtained with the post-intervention task protocol. Results indicated that the participants: Maria, Cristina and Silvia obtained an excellent level of knowledge acquisition during the execution of the program, while the participant John reached a level of regular acquisition. In addition, the female participants were able to use educational strategies structured by the accessibility produced by the above mentioned TA devices, disseminated during the training program, as well as to adapt them to develop new inclusive educational practices in coherence with the educational reality of the school where they used to teach.
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spelling Turci, Paulo CesarCosta, Maria da Piedade Resende dahttp://lattes.cnpq.br/2791098416503955http://lattes.cnpq.br/71045879045506252019-11-21T18:37:51Z2019-11-21T18:37:51Z2019-02-19TURCI, Paulo Cesar. Formação continuada de professores: tecnologia assistiva para a escola inclusiva de alunos com deficiência visual. 2019. Tese (Doutorado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2019. Disponível em: https://repositorio.ufscar.br/handle/ufscar/12054.https://repositorio.ufscar.br/handle/ufscar/12054Abstract: Since 2007, the Ministry of Education and Culture (MEC) has started to distribute notebooks equipped with assistive technology devices (TA), mainly Dosvox, which allows students with visual impairments (DV) to access the computer. However, this inclusive technology has not been incorporated into such students’s educational process as developed in the common classroom. Specialized literature justifies such absence with the claim that the regent teachers have not been prepared during their initial and continued training to work with students with DV and yet neither with notebooks equipped with Dosvox or with other AT devices. In view of the above, the present research has as general objective: to elaborate, apply and analyze a continuous training program aimed at training teachers to work with a computer equipped with assistive technology devices: Windows access facility or Dosvox system in the educational process of students with visual impairment, developed in the common classroom. And as specific objectives: a) Analyze the effects of a continuing training program on the educational process of participants about assistive technology devices: Windows access facility or Dosvox system. B) Analyze in which tasks of continuous training program aimed at educational process of students with visual impairment developed in the common classroom obtained the highest and lowest levels of acquisition of knowledge by the participants. For this purpose, a program evaluation study was carried out, with an AB type design, with four participants: an elementary school teacher, a high school teacher, a retired teacher and a Special Education undergraduate student. The program was composed of 18 tasks divided in six phases with 30 hours of duration with two-hour weekly classes and held in the Community Library (BCO) of the Federal University of São Carlos (UFSCar) in São Carlos. The instruments used to collect data were: a) semi-structured interview with the purpose of characterizing the participants; b) a task protocol to assess the knowledge acquired by participants at two different times: 1) before the start of the program (pre-intervention) and 2) after the completion of the program (post intervention); and c) field diary to register the development of the program. Data analysis was quantitative and occurred as follows: the data obtained with the pre-intervention applied task protocol were compared with the data obtained with the post-intervention task protocol. Results indicated that the participants: Maria, Cristina and Silvia obtained an excellent level of knowledge acquisition during the execution of the program, while the participant John reached a level of regular acquisition. In addition, the female participants were able to use educational strategies structured by the accessibility produced by the above mentioned TA devices, disseminated during the training program, as well as to adapt them to develop new inclusive educational practices in coherence with the educational reality of the school where they used to teach.Resumo: o Ministério da Educação e Cultura (MEC) desde 2007 começou a distribuir notebooks equipados com dispositivos de tecnologia assistiva (TA), principalmente o Dosvox, que possibilita o acesso dos alunos com deficiência visual (DV) ao computador. Porém, essa tecnologia inclusiva não foi incorporada ao processo educacional dos referidos alunos desenvolvidos na sala de aula comum. A literatura especializada justifica tal ausência com a alegação que os professores regentes não foram preparados durante a sua formação inicial e continuada para trabalhar com os alunos com DV e tão pouco com os notebooks equipados com Dosvox ou com outros dispositivos de TA. Perante o exposto a presente pesquisa tem como objetivo geral: elaborar, aplicar e analisar um programa de formação continuada voltada a capacitação de professores para atuar com um computador equipado com os dispositivos de tecnologia assistiva: Central de facilidade de acesso do Windows ou sistema Dosvox no processo educacional de alunos com deficiência visual, desenvolvido na sala de aula comum. E como objetivos específicos: a) Analisar os efeitos de um programa de formação continuada no processo de aprendizagem dos participantes sobre os dispositivos de tecnologia assistiva: central de facilidade de acesso do Windows e sistema Dosvox. b) Analisar em quais tarefas do programa de formação continuada em tecnologia assistiva, voltada ao processo educacional dos alunos com DV desenvolvido na sala de aula comum, obtiveram o menor e o maior índice de aquisição de conhecimento pelos participantes. Para tanto, foi realizado um estudo de avaliação de programa, com delineamento do tipo AB, que contou com quatro participantes: uma professora do ensino fundamental, um professor do ensino médio, uma professora aposentada e uma aluna da licenciatura em Educação Especial. O programa foi composto por 18 tarefas divididas em seis fases com 30 horas de duração com aulas semanais de duas horas e realizado na Biblioteca Comunitária (BCO) da Universidade Federal de São Carlos (UFSCar), em São Carlos. Os instrumentos utilizados para a coleta de dados foram: a) entrevista semi-estruturada com a finalidade de caracterizar os participantes; b) protocolo de tarefas para avaliar os conhecimentos adquiridos pelos participantes em dois momentos diferentes: 1) antes do início do programa (pré-intervenção) e 2) após a conclusão do programa (pós- intervenção) e c) diário de campo para registrar o desenvolvimento do programa. A análise dos dados foi quantitativa e ocorreu da seguinte forma: os dados obtidos com o protocolo de tarefas aplicado pré-intervenção foram comparados com os dados apurados com o protocolo de tarefas pós-intervenção. Os resultados indicaram que as participantes: Maria, Cristina e Silvia obtiveram um ótimo nível de aquisição de conhecimentos durante a execução do programa, enquanto o participante João alcançou um patamar de aquisição regular. Além do mais, as participantes foram capacitadas para utilizar estratégias educacionais estruturadas pela acessibilidade produzida pelos dispositivos de TA supracitados, divulgadas no decorrer do programa de formação, bem como para adaptá-las e desenvolver novas práticas educacionais inclusivas em coerência com a realidade educacional da escola onde lecionavam.Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)CNPq: 164354/2013-1porUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação em Educação Especial - PPGEEsUFSCarAttribution 3.0 Brazilhttp://creativecommons.org/licenses/by/3.0/br/info:eu-repo/semantics/openAccessEducação especialTecnologia assistivaAlunos com deficiência visualFormação continuada de professoresDosvoxSpecial educationAssistive technologyStudents with visual impairmentContinuing teacher trainingCIENCIAS HUMANAS::EDUCACAOFormação continuada de professores: tecnologia assistiva para a escola inclusiva de alunos com deficiência visualContinuing teacher education: assistive technology for the inclusive school for students with visual impairmentinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALTURCI_Paulo_2019.pdfTURCI_Paulo_2019.pdfTURCI_Paulo_2019 refere-se ao texto completo de uma tese de doutorado para ser disponibilizada online imediatamente.application/pdf3678346https://repositorio.ufscar.br/bitstream/ufscar/12054/1/TURCI_Paulo_2019.pdfa69fdf96dc223ab2c1a57ad190f4b6f7MD51TURCI_Paulo_Carta_2019.pdfTURCI_Paulo_Carta_2019.pdfTRUCI_Paulo_Carta_2019 se refere a carta comprovante de versão final da tese assinada pela orientadoraapplication/pdf327254https://repositorio.ufscar.br/bitstream/ufscar/12054/2/TURCI_Paulo_Carta_2019.pdf7401bd9c4bbacf9c46951e448e4e2442MD52CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8914https://repositorio.ufscar.br/bitstream/ufscar/12054/3/license_rdf4d2950bda3d176f570a9f8b328dfbbefMD53TEXTTURCI_Paulo_2019.pdf.txtTURCI_Paulo_2019.pdf.txtExtracted texttext/plain404389https://repositorio.ufscar.br/bitstream/ufscar/12054/4/TURCI_Paulo_2019.pdf.txtbc19a19cc5b6d390566c8af51677e9a4MD54TURCI_Paulo_Carta_2019.pdf.txtTURCI_Paulo_Carta_2019.pdf.txtExtracted texttext/plain1https://repositorio.ufscar.br/bitstream/ufscar/12054/6/TURCI_Paulo_Carta_2019.pdf.txt68b329da9893e34099c7d8ad5cb9c940MD56THUMBNAILTURCI_Paulo_2019.pdf.jpgTURCI_Paulo_2019.pdf.jpgIM Thumbnailimage/jpeg7555https://repositorio.ufscar.br/bitstream/ufscar/12054/5/TURCI_Paulo_2019.pdf.jpgdfbc6a8a62332e0588bfc1c62c7a01b7MD55TURCI_Paulo_Carta_2019.pdf.jpgTURCI_Paulo_Carta_2019.pdf.jpgIM Thumbnailimage/jpeg11865https://repositorio.ufscar.br/bitstream/ufscar/12054/7/TURCI_Paulo_Carta_2019.pdf.jpg251e5531ec50cbd7bb1d3d9b591423afMD57ufscar/120542022-03-04 12:54:54.087oai:repositorio.ufscar.br:ufscar/12054Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-05-25T12:58:29.273753Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false
dc.title.por.fl_str_mv Formação continuada de professores: tecnologia assistiva para a escola inclusiva de alunos com deficiência visual
dc.title.alternative.eng.fl_str_mv Continuing teacher education: assistive technology for the inclusive school for students with visual impairment
title Formação continuada de professores: tecnologia assistiva para a escola inclusiva de alunos com deficiência visual
spellingShingle Formação continuada de professores: tecnologia assistiva para a escola inclusiva de alunos com deficiência visual
Turci, Paulo Cesar
Educação especial
Tecnologia assistiva
Alunos com deficiência visual
Formação continuada de professores
Dosvox
Special education
Assistive technology
Students with visual impairment
Continuing teacher training
CIENCIAS HUMANAS::EDUCACAO
title_short Formação continuada de professores: tecnologia assistiva para a escola inclusiva de alunos com deficiência visual
title_full Formação continuada de professores: tecnologia assistiva para a escola inclusiva de alunos com deficiência visual
title_fullStr Formação continuada de professores: tecnologia assistiva para a escola inclusiva de alunos com deficiência visual
title_full_unstemmed Formação continuada de professores: tecnologia assistiva para a escola inclusiva de alunos com deficiência visual
title_sort Formação continuada de professores: tecnologia assistiva para a escola inclusiva de alunos com deficiência visual
author Turci, Paulo Cesar
author_facet Turci, Paulo Cesar
author_role author
dc.contributor.authorlattes.por.fl_str_mv http://lattes.cnpq.br/7104587904550625
dc.contributor.author.fl_str_mv Turci, Paulo Cesar
dc.contributor.advisor1.fl_str_mv Costa, Maria da Piedade Resende da
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/2791098416503955
contributor_str_mv Costa, Maria da Piedade Resende da
dc.subject.por.fl_str_mv Educação especial
Tecnologia assistiva
Alunos com deficiência visual
Formação continuada de professores
Dosvox
topic Educação especial
Tecnologia assistiva
Alunos com deficiência visual
Formação continuada de professores
Dosvox
Special education
Assistive technology
Students with visual impairment
Continuing teacher training
CIENCIAS HUMANAS::EDUCACAO
dc.subject.eng.fl_str_mv Special education
Assistive technology
Students with visual impairment
Continuing teacher training
dc.subject.cnpq.fl_str_mv CIENCIAS HUMANAS::EDUCACAO
description Abstract: Since 2007, the Ministry of Education and Culture (MEC) has started to distribute notebooks equipped with assistive technology devices (TA), mainly Dosvox, which allows students with visual impairments (DV) to access the computer. However, this inclusive technology has not been incorporated into such students’s educational process as developed in the common classroom. Specialized literature justifies such absence with the claim that the regent teachers have not been prepared during their initial and continued training to work with students with DV and yet neither with notebooks equipped with Dosvox or with other AT devices. In view of the above, the present research has as general objective: to elaborate, apply and analyze a continuous training program aimed at training teachers to work with a computer equipped with assistive technology devices: Windows access facility or Dosvox system in the educational process of students with visual impairment, developed in the common classroom. And as specific objectives: a) Analyze the effects of a continuing training program on the educational process of participants about assistive technology devices: Windows access facility or Dosvox system. B) Analyze in which tasks of continuous training program aimed at educational process of students with visual impairment developed in the common classroom obtained the highest and lowest levels of acquisition of knowledge by the participants. For this purpose, a program evaluation study was carried out, with an AB type design, with four participants: an elementary school teacher, a high school teacher, a retired teacher and a Special Education undergraduate student. The program was composed of 18 tasks divided in six phases with 30 hours of duration with two-hour weekly classes and held in the Community Library (BCO) of the Federal University of São Carlos (UFSCar) in São Carlos. The instruments used to collect data were: a) semi-structured interview with the purpose of characterizing the participants; b) a task protocol to assess the knowledge acquired by participants at two different times: 1) before the start of the program (pre-intervention) and 2) after the completion of the program (post intervention); and c) field diary to register the development of the program. Data analysis was quantitative and occurred as follows: the data obtained with the pre-intervention applied task protocol were compared with the data obtained with the post-intervention task protocol. Results indicated that the participants: Maria, Cristina and Silvia obtained an excellent level of knowledge acquisition during the execution of the program, while the participant John reached a level of regular acquisition. In addition, the female participants were able to use educational strategies structured by the accessibility produced by the above mentioned TA devices, disseminated during the training program, as well as to adapt them to develop new inclusive educational practices in coherence with the educational reality of the school where they used to teach.
publishDate 2019
dc.date.accessioned.fl_str_mv 2019-11-21T18:37:51Z
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dc.identifier.uri.fl_str_mv https://repositorio.ufscar.br/handle/ufscar/12054
identifier_str_mv TURCI, Paulo Cesar. Formação continuada de professores: tecnologia assistiva para a escola inclusiva de alunos com deficiência visual. 2019. Tese (Doutorado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2019. Disponível em: https://repositorio.ufscar.br/handle/ufscar/12054.
url https://repositorio.ufscar.br/handle/ufscar/12054
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