Tecnologias digitais da informação e comunicação e mediação pedagógica: contribuições na comunicação das pessoas com deficiência intelectual

Abstract

This dissertation is the result of research linked to Postgraduate Program in Education at Fronteira Sul Federal University, Chapecó Campus, Research Line: Teacher Training: Knowledge and Educational Practices. Furthermore, it is associated with the Research Project Teacher Training: Knowledge and Practices in Educational Practices coordinated by the advisor.The research had the intention to answer the following question: how can pedagogical mediation supported by the Digital Information and Communication Technologies (TDIC) use enhance the autonomy in students's communication with intellectual disabilities at the Specialized Educational Assistance Center maintained by the Parents and Friends of Exceptional ‘s Association (Caesp/Apae) in Ponte Serrada/ Santa Catarina. In this Special Education space, the objective was to understand how stimulated pedagogical mediation by TDIC use can provide greater autonomy in students's communication with intellectual disabilities in the researched institution. As specific objectives sought to build a panorama of Special Education and access policies turned to people with intellectual disabilities; to investigate the Digital Information and Communication Technologies types TDIC used by teachers in pedagogical mediation at Caesp/Apae in Ponte Serrada/Santa Catarina; to know how is Caesp/Apae teachers’ training in Ponte Serrada/SC to use TDIC in activities with students; analyze if the activities developed in SAE classroom with the TDIC use enlarged students' comunication autonomy in the institution's daily life; The institution attends intellectual and multiple disabilities' people, autism spectrum disorder and global developmental delay in Ponte Serrada town. The research substantiated at Freire's theoretical and epistemological basis, by qualitative and exploratory nature, guided by a bibliographic review and semi-structured interviews accomplished with nine teachers from the Specific Assistance Service classes (SAE). It was evidenced the low index of publications that approach the TDIC use in special education specializing institutions, as in teachers' training as in pedagogical mediation. The analyses emphasize the emergence of TDIC use, during and after the pandemic, as well as the qualified mediations necessity to promote students' autonomy in communication. The teachers surveyed approach the access issue to TDIC as an aspect that enhances the use for communication and among the challenges encountered, the students 's social vulnerabilities that can stickle this acquisition access and TDIC use. The specific and continuing training relevance on TDIC in people's intellectual disabilities education is affirmed, affording them spaces, adaptations and personalized methodologies that contribute to enlargement their protagonism and autonomy, allowing them to communicate choices, actively participation in decisions and fight for the implementation their rights