O uso de instrumentos midiáticos no processo de escolarização de alunos com diagnóstico de deficiência na educação básica

Abstract

This dissertation discusses the educational process of students with deficiency diagnosis, attending a public High School which is located in Trindade, Goiás, Brazil. The objectives of this research were to plan, develop, evaluate and reorganize a set of reading and writing activities with the use of midiatic resources linked to global network, applying theoretical concepts of inclusion (MANTOAN, 1997, 2001, 2002, 2003, 2004), defectology (VYGOTSKY, 1989, 1991, 1995, 1997, 2011) and literacy (SOARES, 1998, 2004a, 2004b, 2008, 2010). This didactic material highlighted the study of Portuguese and mathematics contents presented in the Currículo Referência da Rede Estadual de Ensino and was developed collaboratively by leading and supporting teachers, who aimed at identifying and respecting students' interests, needs and cognitive singularities. The data were collected in a regular senior class (2ºano do ensino médio) and in a room with multifunctional tools (Atendimento Educacional Especializado), where two students diagnosticated with intellectual disabilities were enrolled during the second semester of school year in 2015. The analysis of this experience point out the limitations and difficulties faced throughout the action-research, but also indicate the potential support of information and communications technologies as a means of interacting with literate society, mainly for students with deficiency diagnosis who wish to disseminate their written, pictorial and other productions, by e-mails, blogs, whatsapp and other electronic appliances.