Banca de DEFESA: JACKELINE NERES BELLUCCI

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : JACKELINE NERES BELLUCCI
DATE: 23/03/2023
TIME: 15:00
LOCAL: Sala de Atos FE1
TITLE:

Educational Strategies Based on the Exploration of Digital Technologies of Information, Communication and Expression for Students Diagnosed or with Indications of Learning Disorders: The Teacher's Perspective

KEY WORDS:

Educational Strategies; Digital Technologies of Information, Communication, and Expression; Learning Disabilities; Teacher's Perspective; and Collaborative Interactivism Theory

PAGES: 211
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

Digital Technologies of Information, Communication and Expression (DTICE) used as facilitators in the teaching and learning process show potential to promote important contributions in relation to pedagogical planning and mediation, especially for students with Learning Disorders (LD), specifically reading, writing, and math disorders. However, the main studies available in the literature on DTICE and LD focus on the student rather than the teacher as the multipliers and replicator of the strategy. Consequently, the potential of teaching contribution has not been fully explored and properly highlighted. The main objective of this thesis is to identify how the teaching perspective, which reflects their needs, experiences, boundary conditions (education, social environment, culture, school ecosystem and students) and expectations, can contribute to increasing the effectiveness of the teaching practice and operation of teaching activities, based on DTICE in pedagogical practices for individuals diagnosed with or showing signs of LD, specifically dyslexia, dysgraphia and dyscalculia. The methodology adopted a mixed approach (quantitative and qualitative) and focused mainly on developing a general theoretical framework based on the analysis of 16 DTICE-based strategies and exploratory research with a sample of 60 teachers to identify their main needs in this context. The main results include the development of a repertoire of 16 educational strategies based on DTICE for teaching individuals with or showing signs of LD, specifically dyslexia (6 strategies), dysgraphia or dysorthography (5 strategies) and dyscalculia (5 strategies); the identification that almost 70% of the teachers interviewed were never or almost never invited to contribute to the construction of methodologies or strategies based on DTICE, as well as more than 40% of the teachers understand that they could contribute to various dimensions of this construction. Due to the multidimensionality and complexity of the educational context, the Collaborative Interactivism theory was identified as the main candidate to propose and understand the mechanisms that connect the school environment, the educational relationships using DTICE, and the additional variables brought by students with LD. The results point to the confirmation and expansion of knowledge about how the teaching perspective can enhance and contribute to educational strategies facilitated by DTICE to facilitate pedagogical intervention for students with or showing signs of LD. The results also point to the confirmation of the underutilization of teacher's experience and knowledge in the construction of DTICE-based didactic strategies and the potential of the Collaborative Interactivism theory to understand these processes.

BANKING MEMBERS:
Externa à Instituição - NOELI BATISTA DOS SANTOS - UFG
Interno - 1651994 - CARLOS ALBERTO LOPES DE SOUSA
Presidente - 2211642 - GILBERTO LACERDA DOS SANTOS
Interno - 2504374 - LUCIO FRANCA TELES
Externo à Instituição - MAURO CAVALCANTE PEQUENO - UFC