Tecnologia assistiva : o potencial de uso do computador junto a uma professora especialista que atua em sala de recurso multifuncional no atendimento educacional especializado baseado num estudo fenomenológico-existencial

• Ano de defesa: 2018
• Autor(a) principal: Sousa, Cleyton Santana de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Assistive technology; Special education; Multifunctional resource room; Specialized educational assistance; Phenomenology; Atendimento educacional especializado; Tecnologia assistiva; Educação especial; Sala de recursos multifuncionais; Educação inclusiva; Fenomenologia; Informática na educação; Tecnologia educacional; Educação; 37
• Link de acesso: http://repositorio.ufes.br/handle/10/10627

The present work aims to comprehensively describe the potential of the use of computers as a computational assistive technology by a teacher who works in the multifunctional resource room of specialized educational service. Information and communication technologies have transformed the modes of production and relationships in our society. We live in an interconnected network society, and this scenario brought about structural modifications in the modes of being of the relationships among people and institutions. We are a new social and bodily consciousness in which the paradigmatic changes intertwine in our bodies with cybernetic threads. For the construction of this work it was adopted the qualitative perspective and it was used as inspiration the phenomenological-existential method from Forguieri (2004). Being subjects under construction and aware of our conditioning, though not determined, in this work we intend to unveil the potential of computer use from the practices of a teacher who works in special education. To illuminate the proposed analysis, we took Paulo Freire, who helped us to unveil possible paths for the use of computational assistive technologies with the students attending multifunctional resource rooms. In this sense, we seek in this way to know the world lived by a teacher and the interface of computer use and we were able to verify through senses given by the use of the technologies that these can be used in the special education, especially in the locus of the resource room like tools that empower the learning of special education targeting children mediated by teachers who use such tools in an inventive way, such as non-submissive practices and that empower the learning of children attended in this space.