Abstracts Education

A construção colaborativa de uma sequência didática para potencializar o uso das TDIC na alfabetização de uma turma com EPAEE: The collaborative construction of a didactic sequence for to enhance the use of TDIC in the literacy of a class with EPAEE

by Cristiane Gabriela Tudeschini Marques

The present survey is linked to the Technological Innovation and Assistive Technology line, of the Professional Master's program in Inclusive Education - PROFEI. Its theme is the use of technological resources in the teaching/learning of written language, from the perspective of inclusive education, collaboratively building a didactic sequence with the Specialized Educational Assistance teachers. This understanding of learning needs mainly in the context of literacy and the access/use of technological resources that aim to enhance teaching strategies even more focused on an inclusive perspective, as Digital Information and Communication Technologies are increasingly being used in education systems, the computer and other media are more interesting to students. Therefore the guiding objective of this research was the collaborative development of a didactic sequence to enhance the use of technological resources in literacy practices, in an inclusive perspective, in the early years of elementary school. As a theoretical contribution, studies on literacy and literacy, literacy in inclusive education, TDIC in inclusive education, as well as TDIC for literacy were used. Qualitative research, in the first half of the year 2022, was developed with the between the teacher of the common class and of two partnership of Specialized Educational Assistance teachers for the planning and application of a didactic sequence of songs, in a literacy room, with the subjects being thirty students, two of them were target audience students of Special Education, these with Down syndrome and severe deafness, and the regent teacher, the researcher herself. As stages of this research, a dialogue was initially carried out between the teachers about perspectives and experiences, an assessment of the students about the knowledge of the Alphabetic Writing System. The construction of a collaborative planning between the teachers with the use of TDIC for the literacy and literacy of the class. From this planning, the application of the sequence, a reflective record of pedagogical practices and a final assessment of student learning. It was possible to analyze the contributions and challenges of this movement for the learning of all students. Among the challenges are finding a time for exchanges and planning among the teachers, finding proposals that meet the educational needs of students, as well as adaptations in relation to existing technologies and the demands of the class. To overcome this, research, dialogue, an attentive eye and a well-done and dynamic planning were necessary. This research was able to point out the advances of the students with the application of the didactic sequence, as well as the valuable partnership between the teacher of the common class and the specialized teachers.