A informática na educação especial: interatividade e representações sociais
Resumo
A sucessão de importantes acontecimentos decorrentes de um mundo globalizado acarretou mudanças nos diferentes segmentos da sociedade. Este novo cenário oportuniza a concretização de importantes mudanças no ideário educacional, utilizando os avanços tecnológicos como novas possibilidades e desafios no processo de ensino e aprendizagem. Neste clima de mudanças e conquistas, a Educação Especial pode ser repensada em sua totalidade e adaptada aos novos tempos, passando a utilizar os recursos atuais disponíveis como aliados ao processo de aprendizagem das pessoas com necessidades educacionais especiais (PNEEs). Em face destes paradigmas, a presente investigação visa a analisar as representações sociais dos PNEEs e suas interfaces em relação ao uso das Novas Tecnologias de Informação e Comunicação (TICs). O trabalho foi desenvolvido na Universidade Federal de Santa Maria, no Núcleo de Desenvolvimento Infantil, com um grupo de seis alunos que participavam do projeto AIA – Informática Educativa em um Ambiente Informatizado de Aprendizagem. Os instrumentos de coleta de dados foram observações, anotações em diário de campo e entrevistas semi-estruturadas com os alunos. Os dados foram analisados por meio de um processo de analise temática. Dentre os vários resultados, podemos inferir que as representações sociais dos alunos diante do uso da Informática indicam a idéia de uma nova oportunidade de aprendizagem. Suas falas revelam o valor atribuído às aulas com o auxílio da Informática, apontando melhorias qualitativas, quais sejam: melhora na autoestima dos educandos, que se sentem capacitados e motivados ao desenvolverem atividades complexas, comprovando que não há limites para a aprendizagem; superação do individualismo, que deu espaço à colaboração entre os alunos, além de um crescente interesse em aprender, em um ambiente no qual todos aprendem mutuamente.
Palavras-chave: educação especial, tecnologia de informação e comunicação (Tics),representações sociais e cognição humana.
Instructional computing in Special Education: interactivity andsocial representations
AbstractThe succession of important current events of a globalized world produced changes in differents parts of society. This new view allows the performing of relevant changes in the educational context by the use of technological progresses as new possibilities and challenges in the teaching-learning process. In these times of changes and conquests, the Special Education could be rethinked in its totality and adapted to the new times by using available resources as base to the learning process of people with special educational needs (SEN). Due to these paradigms, it becomes necessary an investigation that analyses the social representations of SEN and their interfaces in relation to the use of new technologies of information and communication (TIC). The work was developed at the Federal University of Santa Maria/RS, in the Childish Development Center, with a group of six students that had taken part in the AIA Project – Educative Informatics in a Computing Environment of Learning. The instrumental used to collect data were observations, diary notes and semistructured interviews with students. The information collected was analyzed through a thematic analysis procedure. Among several results, it is possible to conclude that the social representations of the students in relation with the use of informatics indicate the idea of a new opportunity of learning. Their speeches reveal the value assigned to the classes with computing help, indicating qualitative improvements, such as: improvement of students’ self-esteem, that feel capable and motivated while developing complex activities, proving there is no limits to learning; overcoming selfishness, with a space to collaboration among students, besides an increasing students’ interest in learning into an environment where all learn together.
Key-words: special education, computer technology and communication, social representation and cognition.
Palavras-chave: educação especial, tecnologia de informação e comunicação (Tics),representações sociais e cognição humana.
Instructional computing in Special Education: interactivity andsocial representations
AbstractThe succession of important current events of a globalized world produced changes in differents parts of society. This new view allows the performing of relevant changes in the educational context by the use of technological progresses as new possibilities and challenges in the teaching-learning process. In these times of changes and conquests, the Special Education could be rethinked in its totality and adapted to the new times by using available resources as base to the learning process of people with special educational needs (SEN). Due to these paradigms, it becomes necessary an investigation that analyses the social representations of SEN and their interfaces in relation to the use of new technologies of information and communication (TIC). The work was developed at the Federal University of Santa Maria/RS, in the Childish Development Center, with a group of six students that had taken part in the AIA Project – Educative Informatics in a Computing Environment of Learning. The instrumental used to collect data were observations, diary notes and semistructured interviews with students. The information collected was analyzed through a thematic analysis procedure. Among several results, it is possible to conclude that the social representations of the students in relation with the use of informatics indicate the idea of a new opportunity of learning. Their speeches reveal the value assigned to the classes with computing help, indicating qualitative improvements, such as: improvement of students’ self-esteem, that feel capable and motivated while developing complex activities, proving there is no limits to learning; overcoming selfishness, with a space to collaboration among students, besides an increasing students’ interest in learning into an environment where all learn together.
Key-words: special education, computer technology and communication, social representation and cognition.