Práticas inclusivas: uma perspectiva no processo de ensino-aprendizagem de língua através da tecnologia assistiva para alunos com síndrome de Down

• Ano de defesa: 2018
• Autor(a) principal: Vasconcellos, Juliette Rodrigues
• Outros Autores: [e-mail]
• Orientador(a): Cardoso, Janaina da Silva
• Banca de defesa: Neves, Rogério da Costa , Bernardo, Sandra Pereira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação em Letras
• Departamento: Centro de Educação e Humanidades::Instituto de Letras
• País: Brasil
• Palavras-chave em Português: Aprendizagem; Inclusão; Língua; Síndrome de Down; Tecnologia assistiva; Educação inclusiva; Down, Síndrome de; Tecnologia educacional; Ensino
• Palavras-chave em Inglês: Learning; Inclusion; Language; Down syndrome; Assistive technology
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: http://www.bdtd.uerj.br/handle/1/20631

This dissertation discusses English teaching practices for an inclusive perspective through assistive technologies. The present process of English is a way of approaching the teaching-learning problem of the English language, with special attention to the context language. The thinking of the classroom in the classroom, are taken from the rehabilitation, and the practices of the way of the deficiency. On the one hand, it is a differentiated student profile, in relation to variable factors, such as: emotional, behavioral, cognitive and also the family context. You are invited to become involved in language teaching, to address the following question: how to withdraw the language, make use of ancillary technologies for students with Down syndrome? To answer this question, I draw a panorama to be analyzed from the teacher training to the experience in the classroom. This research is based on a dialogical perspective proposed by Bakhtin, and still in a communicative approach, focusing on the slopes "language vision vs. learning vision". I presented an analysis of the narratives constructed by the students, an interview with a psychologist and an online questionnaire with language teachers. In this variable universe of observations, where practice and theory meet, I also reflect on official documents and public policies for inclusive education. Thinking about teaching practices, above all, cooperate for the development of society