DOCÊNCIA E INCLUSÃO: O BRAILLE VIRTUAL COMO FERRAMENTA NA FORMAÇÃO DE PROFESSORES
After including students with disabilities in regular schools, teacher education in an inclusion perspective (MEDRADO, 2014; TONELLI, 2015; CRISTOVÃO; RETORTA, 2017) is an urgent demand from teachers who argue that they are not prepared to work with these students. In this context, and based on the...
| Main Authors: | , |
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| Format: | Article |
| Language: | Portuguese |
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Universidade Federal de Goiás
2018-06-01
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| Series: | Linguagem: Estudos e Pesquisas |
| Subjects: | |
| Online Access: | https://www.revistas.ufg.br/lep/article/view/54491/26079 |
| Summary: | After including students with disabilities in regular schools, teacher education in an inclusion perspective (MEDRADO, 2014; TONELLI, 2015; CRISTOVÃO; RETORTA, 2017) is an urgent demand from teachers who argue that they are not prepared to work with these students. In this context, and based on the notions of artefact/tool of the Labor Sciences (CLOT, 2006; AMIGUES, 2004), as well as on the self-hetero-eco educational perspective (PINEAU, 1988; FREIRE and LEFFA, 2013), we aim at discussing the relevance of a technological tool – Braille Virtual - as a way to (re/co)construct pedagogical practices in inclusive classrooms. Therefore, we analyze teachers’ texts produced at the moment they were presented to Braille Virtual. These teachers evaluated how the tool promotes pedagogical accessibility, encouraging the reconceptualization of teaching in the perspective of including students with visual impairment in regular schools. |
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| ISSN: | 1519-6240 2358-1042 |