Trello colaborativo e a inclusão escolar do aluno com Transtorno do Espectro Autista (TEA)
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Data
2020-03-05
Autores
Teixeira, Andréia Maria de Oliveira
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A presente pesquisa teve por objetivo elaborar um roteiro instrucional para uso do TRELLO que é um aplicativo que serve como uma ferramenta, por se tratar de um canal de comunicação online em tempo real, e a contemplar-se as etapas e favorecer a colaboração entre professores de sala comum e professores do Atendimento Educacional Especializado (AEE) que atuam com alunos com Transtorno do Espectro Autista (TEA). Assim, o trabalho colaborativo no contexto da Educação Inclusiva, se dá como uma abordagem relevante nesta modalidade. O estudo é idealizado em uma realidade escolar onde foi implantado o Projeto de Trabalho Colaborativo, bem como o lançamento do documento Referencial de Adequação Curricular do Ensino Fundamental (RACEF) e realizadas capacitações de seus professores. Foi realizado o levantamento bibliográfico sobre o tema para indicar quais concepções teóricas compõem o trabalho colaborativo. O estudo foi de caráter qualitativo, por meio da pesquisa colaborativa. A coleta de dados foi realizada em uma escola municipal de tempo integral, de 1º ao 5º ano do ensino fundamental, que localiza-se em uma cidade do interior de São Paulo em que, mediante a análise documental do: RACEF, Relatórios, Planos de Aula dos professores da Sala Comum e do AEE, referentes à inclusão do aluno com TEA. Os dados foram analisados por triangulação para melhor aproveitamento em direção ao desenvolvimento do produto educacional visando o acompanhamento e intervenção, favorecendo o desenvolvimento do aluno. O produto elaborado é uma via de comunicação online em tempo real que venha beneficiar o trabalho colaborativo e a inclusão escolar do aluno com TEA. Construído a partir dos dados analisados na pesquisa e se apresenta como facilitador da rotina do aluno com TEA, uma vez que professores de sala de aula comum e de AEE poderão inserir as tarefas, os recursos didáticos e o passo a passo das intervenções de ensino, compartilhando o trabalho e os resultados do aluno no AEE e na sala comum em conjunto. Deste modo, o TRELLO pretendeu simplificar o acesso às informações do aluno, contextualizar e tornar mais prática e interativa a comunicação entre os professores. Assim, o uso do TRELLO a partir do roteiro instrucional, que o torna específico e se configura como mais um recurso para as práticas colaborativas.
The purpose of this research was to develop an instructional guide for using TRELLO, which is an application that serves as a tool, as it is an online communication channel in real time, and to contemplate the steps and encourage collaboration between teachers. common room and Specialized Educational Service (AEE) teachers who work with students with Autistic Spectrum Disorder (ASD). Thus, collaborative work in the context of Inclusive Education, occurs as a relevant approach in this modality. The study is idealized in a school reality where the Collaborative Work Project was implemented, as well as the launch of the Basic Education Curriculum Adequacy document (RACEF) and training for its teachers. A bibliographic survey on the topic was carried out to indicate which theoretical concepts make up the collaborative work. The study was qualitative in nature, through collaborative research. Data collection was carried out in a full-time municipal school, from the 1st to the 5th year of elementary school, which is located in a city in the interior of São Paulo where, through the documentary analysis of: RACEF, Reports, Education Plans Classroom teachers from the Common Room and AEE, regarding the inclusion of students with ASD. The data was analyzed by triangulation for better use towards the development of the educational product aiming at monitoring and intervention, favoring the student's development. The elaborated product is a real-time online communication channel that will benefit the collaborative work and school inclusion of students with ASD. Built from the data analyzed in the research and presents itself as a facilitator of the student's routine with ASD, since ordinary classroom and ESA teachers will be able to insert the tasks, didactic resources and step-by-step teaching interventions, sharing the student's work and results in the ESA and in the common room together. In this way, TRELLO intended to simplify access to student information, contextualize and make communication between teachers more practical and interactive. Thus, the use of TRELLO from the instructional script, which makes it specific and is configured as another resource for collaborative practices.
The purpose of this research was to develop an instructional guide for using TRELLO, which is an application that serves as a tool, as it is an online communication channel in real time, and to contemplate the steps and encourage collaboration between teachers. common room and Specialized Educational Service (AEE) teachers who work with students with Autistic Spectrum Disorder (ASD). Thus, collaborative work in the context of Inclusive Education, occurs as a relevant approach in this modality. The study is idealized in a school reality where the Collaborative Work Project was implemented, as well as the launch of the Basic Education Curriculum Adequacy document (RACEF) and training for its teachers. A bibliographic survey on the topic was carried out to indicate which theoretical concepts make up the collaborative work. The study was qualitative in nature, through collaborative research. Data collection was carried out in a full-time municipal school, from the 1st to the 5th year of elementary school, which is located in a city in the interior of São Paulo where, through the documentary analysis of: RACEF, Reports, Education Plans Classroom teachers from the Common Room and AEE, regarding the inclusion of students with ASD. The data was analyzed by triangulation for better use towards the development of the educational product aiming at monitoring and intervention, favoring the student's development. The elaborated product is a real-time online communication channel that will benefit the collaborative work and school inclusion of students with ASD. Built from the data analyzed in the research and presents itself as a facilitator of the student's routine with ASD, since ordinary classroom and ESA teachers will be able to insert the tasks, didactic resources and step-by-step teaching interventions, sharing the student's work and results in the ESA and in the common room together. In this way, TRELLO intended to simplify access to student information, contextualize and make communication between teachers more practical and interactive. Thus, the use of TRELLO from the instructional script, which makes it specific and is configured as another resource for collaborative practices.
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Palavras-chave
Trabalho colaborativo, Inclusão escolar, Transtorno do Espectro Autista, Tecnologia digitais da informação e comunicação, Collaborative work, School inclusion, Autistic Spectrum Disorder, Digital information and communication technologies