O uso de Tecnologia Assistiva como artefato cultural no Atendimento Educacional Especializado para alunos cego ou com baixa visão

Abstract

The objective of this research was to reflect on the use of Assistive Technologies as a cultural artifact to assist blind or low vision students in specialized educational assistance and for that purpose, the Theory of Objectification - TO was assumed as a theoretical-methodological framework. This is a qualitative research of an exploratory type that was developed in five stages: in the first one, we surveyed and analyzed the situation of the resource rooms of public schools in Campo Grande through a questionnaire with teachers who work in the state resource rooms. and from the municipality, in the second we interviewed students and teachers to raise the needs in attendance, in the third stage we selected the students who participated in the research and selected the assistive technologies appropriate to the learning needs of the students (with low vision and blindness), who accepted to participate of research. In the fourth stage, we developed a teaching and learning activity based on TO, using AT considered as cultural artifacts. We ended with the fifth stage, in which we returned to contact with the students to investigate what changed after the intervention. For data analysis we used an analytical device adapted from other proposals based on Bakhtinian assumptions and the theory of objectification. The results on the situation of the resource rooms showed evidence that there are problems in the assistance in the resource rooms, with the most recurring in the investigated rooms being the lack of material for students, lack of equipment maintenance and lack of attendance. and student attendance. To address some of these difficulties, the investigated teachers stated that they develop materials to work with students, as those available do not meet the needs of students. Regarding the activity carried out with students with low vision, with the help of teachers who serve these students, we proposed the activity with the theme Earth and Universe. The results showed evidence of the students' encounter with the knowledge related to the theme day and night and Earth rotation (objectification process). We also observed changes in the students (subjectification process) during the activity, when they mutually accepted the task, after a beginning of tension in which one of them wanted to solve the problems alone, which was made possible by the joint work between them and the teacher, showing community ethics. With the blind student, we identified that the artifacts we made available and the materials created a motivation in the student that was noticeable during the interactions, since at the beginning she was shy and withdrawn and little by little she was interacting and getting excited with the resolution of each problem during joint work with the teacher This proposal of teaching and learning based on TO and with the use of cultural artifacts, AT and materials to carry out tactile experiments, proved to be favorable to break with the state of alienation that students with disabilities are submitted to in the school environment, because, in general, in various situations of the school context, students appear isolated and have few opportunities to effectively participate in regular classes and collective living spaces.