Tecnologias Assistivas E Formação Docente: O Caso De Escolas De Uma Rede Pública Federal De Ensino

Abstract

The approximation between knowledge and practice in Assistive Technologies (TA) in Brazilian schools is recent. Particularly, in the context of public schools, the application of TA in an inclusive education perspective is a new theme for the members of the Multifunctional Resource Rooms (SRMF), however, it is observed that there are policies and guidelines for AT to be implemented. In this context, the objective of this article is to analyze the perception of professionals working in the SRMF of schools in a federal public education network, belonging to the Colégio Militar do Brasil System, regarding the relevance of the use of TA and the continuing training of teachers in the area of inclusive education. Methodologically, the study has a qualitative and descriptive approach, and the collection of data obtained through a questionnaire prepared in Google Forms®, based on the classification of TA, by Sartoretto and Bersch (2018). The results show that the professionals who work in the SRMF of the schools surveyed have not yet appropriated the TA in an efficient way, as there is an underuse of these technologies due to the low number of trained teachers.

Implantação da educação inclusiva no Sistema Colégio Militar do Brasil: a percepção de docentes e pedagogos

“…As categorias mais contempladas apontaram para a questão da acessibilidade nos projetos arquitetônicos e a adequação das instalações, formação dos professores para ingresso no corpo permanente e contratação de professores especializados e demais profissionais de apoio. Em relação ao contexto escolar instituído de educação inclusiva, o AEE tem como função identificar, elaborar e organizar recursos pedagógicos e de acessibilidade que eliminem as barreiras para a plena participação dos alunos, considerando suas necessidades específicas (LIMA et al, 2020).…”