The use of ICTs in the teacher's pedagogical mediation in an Inverse Integration literacy class in a public school at Distrito Federal
ICTs; Technological resources; Pedagogical mediation; Literacy; Inclusive education
This research aims to analyze the use of Communication and Information Technologies (ICTs) as a support in the teacher's pedagogical mediation for all students in an Inverse Integration literacy into the classroom which is made up of common class students and children with special educational needs and disabilities (SEND). It was sought to discuss the use of ICTs by the literacy teacher, as a support in their pedagogical practices in favor to the teaching-learning process in Inverse Integration classes. Thus, it was carried out a research with a qualitative approach, through a case study. The research was carried out in a public teaching school at Distrito Federal, in a 1st year of elementary school class of Inverse Integration which is part of the Initial Literacy Stage (BIA), from a mapping and identification for selection, following the criteria for the subjects’ profile and contexts that met the research aims and better understanding of the object of study. Document analysis, direct observation, logbook, questionnaire, semi-structured interview and conversation wheels were the instruments and strategies used for data collection. The results analysis and discussion was based on Content Analysis by Bardin (2015) and adaptation by Franco (2018). With the results, it was possible to identify possibilities, challenges and reflect on the benefits of using ICTs in a teaching designed for all students, considering the diversity present in the classroom in an Inverse Integration class.