Formação de professores de alunos com deficiência intelectual para o uso pedagógico de jogos digitais
Educational digital games, whether known and used appropriately, can provide active learning to students. The significant number of students with Intellectual Disabilities enrolled in the municipal network of Natal/RN, which corresponds to more than 50% of the special education public, which is comp...
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| Formato: | tesis de maestría |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Brasil |
| Recursos: | Universidade Federal do Rio Grande do Norte (UFRN) |
| Repositorio: | Repositório Institucional da UFRN |
| Idioma: | portugués |
| OAI Identifier: | oai:repositorio.ufrn.br:123456789/49537 |
| Acesso em linha: | https://repositorio.ufrn.br/handle/123456789/49537 |
| Access Level: | acceso abierto |
| Palavra-chave: | Formação docente Inclusão Deficiência intelectual Jogos digitais educacionais Matemática CNPQ::CIENCIAS HUMANAS::EDUCACAO |
| Resumo: | Educational digital games, whether known and used appropriately, can provide active learning to students. The significant number of students with Intellectual Disabilities enrolled in the municipal network of Natal/RN, which corresponds to more than 50% of the special education public, which is composed of students with disabilities, global development disorders and high abilities, makes us reflecting how can we offer, in public schools, learning from digital games to these children, providing an improvement in the inclusive process. For this, it is necessary to think about how we can provide teachers with formative moments that allow them to know a little more about the student with ID and what points can be taken into consideration in order to be able to work mathematical skills through educational digital games in regular education. Thus, the problem of the present research is: can a teacher training focused on the use of digital games in inclusive educational contexts for students with intellectual disabilities contribute to a reflection on pedagogical practices with these students? The aim is to develop teacher training through microlearning as a formative mediation for the use of digital games in inclusive educational contexts with students with ID, in which teachers have the autonomy to qualification having free access to training at the ideal time to each participant. The purpose of investigation is to identify mathematical digital games from different free repositories that are more significant for the inclusion of students with intellectual disabilities, to explore mathematical digital games with students with intellectual disabilities and to analyze the use of video as a training resource for the use of educational digital games. It is a research-action of a qualitative nature, since the participants (teachers of students with ID in the early years of elementary school, researcher and student with ID) were actively involved looking for improvements to the teaching and learning process. Thus, questionnaires, applied with the teachers before and after the training process, field diary and records of the use of games by the student were used for the data collection techniques. Through this research, we aim to be able to contribute to teaching work in the early years of elementary school, showing them the possibilities of using educational digital games, from free portals, so that they can explore the potential of this tool in an inclusive vision. We conclude that training through video classes in the microlearning model is a good strategy for continuing education and that it is possible to guarantee to the student with ID a more active learning through digital games, as long as we make the necessary mediations. |
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