A Educação Inclusiva e as Tecnologias Digitais da Informação e Comunicação no Ensino Municipal de Valparaíso de Goiás/GO durante a pandemia da Covid-19.

• Ano de defesa: 2023
• Autor(a) principal: Peixoto, Simone Adami Santos
• Orientador(a): Santos, Flávio Reis dos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Goiás
• Programa de Pós-Graduação: UEG ::Programa de Pós-Graduação Stricto sensu em Gestão, Educação e Tecnologias
• Departamento: UEG ::Coordenação de Mestrado em Gestão, Educação e Tecnologias
• País: Brasil
• Palavras-chave em Português: Covid-19; Educação; Tecnologias digitais; Políticas Públicas; Digital Technologies; Public policy
• Palavras-chave em Inglês: Education
• Área do conhecimento CNPq: TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL; ENSINO-APRENDIZAGEM::TECNOLOGIA EDUCACIONAL
• Link de acesso: http://www.bdtd.ueg.br/handle/tede/1516

Teachers from the Specialized Educational Service (AAE) of the Municipal Department of Education of Valparaíso de Goiás are assigned to regular education schools, working in resource rooms and in the Integrated Center for Inclusive Education, which aims to contribute to the conditions for access and permanence at school in teaching. regularly, working with students and assisting teachers to outline pedagogical strategies for the best development of this child. The social isolation caused by the COVID-19 pandemic caused the closure of educational institutions around the world, and our country was no different. Remote teaching was regulated through the publication of MEC Ordinance No. 343, dated March 17, 2020, which provided for the replacement of face-to-face teaching with digital teaching. From that moment on, the difficulties encountered by school communities were numerous, among which we highlight the lack of material resources (computers, notebooks, tablets, cell phones, access to internet networks, etc.), both on the part of school units and on the part of teachers and, above all, students, with emphasis on the lack of prior knowledge on the handling and use of such technologies for the development of the teaching and learning process. The general objective to develop the research was to investigate which and how digital information and communication technologies were used by teachers working in the municipal education network of Valparaíso de Goiás in Specialized Educational Services for students with disabilities, global developmental disorders and high abilities. or giftedness in the teaching and learning process in pandemic times caused by COVID-19. It was decided to undertake a bibliographical research (theses, dissertations, monographs, books and scientific articles) available in Brazilian and world literature. We also used official documents concerning education, especially Special Education, published by the municipality of Valparaíso de Goiás and national legislation (Federal Constitution (CF) of 1988, Law of Guidelines and Bases of National Education (LDBEN) of 1996 , National Guidelines for Special Education in Basic Education of 2001, Brazilian Law for the Inclusion of Persons with Disabilities of 2015. Therefore, it was directed towards a quantitative-qualitative research and the empirical procedures turned to the application of semi-structured questionnaires with 30 questions. The research participants were the 23 teachers who worked in the Specialized Educational Service (AEE), in the resource rooms of school units and in the Integrated Center for Inclusive Education (CIEI) in the municipality of Valparaíso de Goiás/GO, during the pandemic of COVID-19. The research developed highlights the relevance of providing an in-depth analysis on the use of Digital Information and Communication Technologies in the context of Specialized Educational Assistance (AEE) during the pandemic in the municipal education network of Valparaíso de Goiás. The results obtained reflect not only the resilience and creativity of teachers, but also the crucial importance of digital tools for the continuity of the educational process in times of unexpected challenges.