Indicadores para a construção de REA na educação superior em uma perspectiva de inclusão

• Ano de defesa: 2019
• Autor(a) principal: MARIA, Renato Pandur
• Orientador(a): Santos, Danielle Aparecida do Nascimento
• Banca de defesa: Gitahy, Raquel Rosan Christino , Schlünzen Junior, Klaus
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Oeste Paulista
• Programa de Pós-Graduação: Mestrado em Educação
• Departamento: Mestrado em Educação
• País: Brasil
• Palavras-chave em Português: Recursos Educacionais Abertos (REA); Transtorno do Espectro Autista (TEA); Educação superior; Educação inclusiva; Open Educational Resources (OER); Autistic Spectrum Disorder (ASD); Higher education; Inclusive education
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bdtd.unoeste.br:8080/jspui/handle/jspui/1209

This dissertation, linked to Research Line 1 "Public Policies in Education, Educational Practices and Diversity" of the Post-Graduate Program / Master of Education of the University of the West Paulista University (Unoeste), has as object of study the Educational Resources (REA) for Higher Education, in the process of inclusion of students with Autism Spectrum Disorders (ASD). It is based on the perspective that the improvement of pedagogical practices plays a fundamental role in the issues that involve the so-called Inclusive Education paradigm in Brazil and in the world. From the end of the twentieth century, Special Education began to be articulated to Inclusive Education, but, language and interaction disorders are a challenge for the regular schooling of people with ASD. In order for students with this profile to develop their potential in the different levels and modalities of education, digital technologies and Assistive Technology can be valuable in validating strategies focused on the learning of these students and for all, especially since in the present generation the young people interact and communicate through digital technologies. The main objective was to analyze the process of structuring indicators for the construction of Open Educational Resources aimed at the teaching and learning of students with ASD in the context of Higher Education, from the perspective of inclusion. To give corpus to the theoretical drawing, the perspective of inclusion was adopted based on authors like Mantoan, Sassaki, Stainback and Stainback, Schlunzen and Santos. The research approach is qualitative and the definition of the research problem was based on the context of inclusion of a student with TEA in the course of Digital Games of a private university in the interior of the State of São Paulo. In order to achieve the objectives, two steps were taken: 1. documentary analysis in databases and digital educational repositories, seeking the existence of REA for teaching and learning in the area of digital games / technology; 2. discussion group composed of teachers, researchers and professionals involved in the area of digital games / technology, with a view to the reflection and the proposal of indicators for the construction of OER that can help teaching and learning in front of students with ASD, in an inclusion perspective. Data analysis was carried out through methodological triangulation, in which the qualitative data were decoded, enabling the systematic organization of the indicators proposed in the discussion group. The indicators generated were: Do not differentiate, Identification of Skills and Competencies and Self-Configuring Resource. It is hoped that the dissertation will contribute to the construction of REA, in the context of Higher Education, that can help the student with TEA and all the other students in the teaching and learning processes in the different training areas.