Gestão escolar, docência e tecnologia digital: trabalho colaborativo para o ensino de alunos com deficiência intelectual
Carregando...
Data
2019-08-28
Autores
Negrim, Márcia Regina Corrêa
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
O presente estudo traz como mote o trabalho colaborativo entre gestão escolar e docência para o ensino de alunos com deficiência intelectual por meio de um jogo digital, cujo objetivo, partindo dessa reflexão, foi promover o trabalho colaborativo estabelecendo uma articulação entre o trabalho pedagógico do gestor escolar e do docente, utilizando o jogo digital enquanto recurso didático-pedagógico, com o intuito de desenvolver a competência leitora e escritora de alunos com deficiência intelectual. Discute-se o papel de atuação do gestor escolar inserido na dimensão da gestão pedagógica como meio para estabelecer uma articulação entre o trabalho do gestor e do docente, tendo como foco o ensino de alunos com DI, a fim de tornar o processo ensino-aprendizagem mais dinâmico e significativo dentro do fazer pedagógico e da perspectiva de uma educação para todos. Para tanto, foi desenvolvido um jogo digital voltado à alfabetização e utilizado como recurso didático durante toda a pesquisa com o intuito de avaliar qualitativamente a inserção das TDIC como forma de potencializar o processo educativo e representar um avanço positivo na alfabetização de alunos com DI. A pesquisa, portanto, apresenta uma abordagem qualitativa levando em consideração todo levantamento de dados, bem como a análise dos mesmos estarem voltados a investigar o impacto no processo de ensino-aprendizagem. A pesquisa foi realizada com cinco alunos do Ensino Fundamental Ciclo I, com a gestora da escola e com a professora de Educação Especial e dividida em etapas compostas por entrevistas com todos os participantes antes e após o desenvolvimento do referido jogo e por avaliações diagnósticas que contemplaram todas as fases do jogo, procurando estabelecer uma evolução da competência escritora e leitora dos cinco alunos participantes da pesquisa. Os resultados obtidos comprovam grandes avanços na maioria das hipóteses de escrita dos alunos e, embora algumas dessas hipóteses não possam ser classificadas como hipóteses de escrita alfabética, o avanço foi extremamente significativo. Esses dados demonstram que o trabalho pedagógico articulado entre gestão escolar e docentes otimiza, potencializa e desenvolve o processo de ensino que, neste caso, apoiado nas TDIC, através do jogo digital, promovem o protagonismo do aluno e aprendizagens significativas inseridos em um processo educativo de qualidade.
The present study brings together the collaborative work between school management and teaching to teach students with intellectual disabilities through a digital game, whose objective was, starting from this reflection, to promote collaborative work by stablishing and articulation between the pedagogical work of the school manager and the teacher, using the digital game as a didactic-pedagogical resource, in order to develop the reading and writing skills of students with intellectual disabilities. It discusses the role of the school manager inserted in the dimension of pedagogical management as a mean to establish an articulation between the work of the manager and the teacher, focusing on the teaching of students with ID, in order to make the teaching-learning process more dynamic and meaningful within the pedagogical making and the perspective of an education for all. For this purpose, a digital alphabetization game was developed and used as a didactic resource in this research, in order to qualitatively evaluate the insertion of the ICTs as a way to enhance the educational process and represent a positive advance in the alphabetization of students with ID. The research, therefore, presents a qualitative approach taking into account all the data collection as well as the analysis of them are aimed at investigating the impact on the teaching-learning process. The research was conducted with five students in the first cycle of Elementary School, the school manager and the Special Education teacher and divided in stages composed of interviews with all participants before and after they played said game and by diagnostic evaluations that included all phases of the game, seeking to establish an evolution of the writing and reading skills of the five students participating in the research. The results show big breakthroughs in most students’ writing hypotheses and although some of these hypotheses cannot be classified as alphabetic writing hypotheses, the progress was extremely significant. These data shows that the pedagogical work articulated between school management and teachers optimizes and enhances and develops the teaching process which, in this case, supported with the ICT’s through the digital game promote the student protagonism and meaningful learning inserted in a good educational process.
The present study brings together the collaborative work between school management and teaching to teach students with intellectual disabilities through a digital game, whose objective was, starting from this reflection, to promote collaborative work by stablishing and articulation between the pedagogical work of the school manager and the teacher, using the digital game as a didactic-pedagogical resource, in order to develop the reading and writing skills of students with intellectual disabilities. It discusses the role of the school manager inserted in the dimension of pedagogical management as a mean to establish an articulation between the work of the manager and the teacher, focusing on the teaching of students with ID, in order to make the teaching-learning process more dynamic and meaningful within the pedagogical making and the perspective of an education for all. For this purpose, a digital alphabetization game was developed and used as a didactic resource in this research, in order to qualitatively evaluate the insertion of the ICTs as a way to enhance the educational process and represent a positive advance in the alphabetization of students with ID. The research, therefore, presents a qualitative approach taking into account all the data collection as well as the analysis of them are aimed at investigating the impact on the teaching-learning process. The research was conducted with five students in the first cycle of Elementary School, the school manager and the Special Education teacher and divided in stages composed of interviews with all participants before and after they played said game and by diagnostic evaluations that included all phases of the game, seeking to establish an evolution of the writing and reading skills of the five students participating in the research. The results show big breakthroughs in most students’ writing hypotheses and although some of these hypotheses cannot be classified as alphabetic writing hypotheses, the progress was extremely significant. These data shows that the pedagogical work articulated between school management and teachers optimizes and enhances and develops the teaching process which, in this case, supported with the ICT’s through the digital game promote the student protagonism and meaningful learning inserted in a good educational process.
Descrição
Palavras-chave
Trabalho colaborativo, Deficiência intelectual, Jogos digitais, Collaborative work, Intellectual disabilities, Digital games