A prática pedagógica do professor do atendimento educacional especializado do município de Caucaia-CE: uma análise sobre o uso do software luz do saber na sala de recurso multifuncional

Abstract

The present research is based on the socio-interactionist theory and aims to analyze the pedagogical practice of the teacher of the Specialized Educational Assistance (SEA) with the student with intellectual disability (ID) enrolled in the Multifunctional Resource Room (RMR) of the city of Caucaia, Ceará. It is also intended to verify how the use of the “Luz do Saber” software as a resource and mediation strategy can contribute to the process of acquisition of the alphabetic writing system by ID students. The research adopted a qualitative approach and was organized in the following stages: 1. Diagnosis of the field: a) initial application of the activities of evaluation of the psychogenetic level of the written language of ID students, b) observation of the practice of the SEA teacher with the ID student; 2. Development of the study: a) application of the semi-structured interview with the teachers of the research, b) collaborative planning of ten intervention sessions of the SEA teacher through the use of the “Luz do Saber” software, c) SEA teacher’s practice observation by development of ten intervention sessions through the use of the “Luz do Saber” software planned with the researcher; d) final evaluation activities of the psychogenetic level of the written language of ID students. Three teachers working in the SEA, from public schools in the city of Caucaia-CE and three ID students, who were in the literacy process (syllabic level) enrolled in the Multifunctional Resource Rooms participated of the research. Data analysis was carried out based on three categories: The development of the teacher's practice in the SEA with the ID student; The challenges faced by the SEA teacher in assisting the ID student; The use of the “Luz do Saber” software as a technological resource for the conceptual evolution of the ID student's written language. It was verified that the practice of the SEA teacher with the student with DI is based on a traditional practice that disregards their potentialities and needs for accessibility to knowledge. It is considered that the work of the specialist teacher in the student with ID is challenging, but investments in the academic-professional formation and the involvement of the educational agents may help possible advances to this process. It was found that the collaborative planning organized in intervention sessions for the use of the “Luz do Saber” software allowed the SEA teachers to reflect on the principles of mediation that can contribute to the process of acquisition of the alphabetical system of writing by students with DI. It is concluded that, in the development of the sessions by the SEA teachers, they began to use different forms of mediation that aided the evolution of the conceptual level of their students' writing. It is inferred that the “Luz do Saber” software, as a computational resource, together with the mediating actions of the ESA teachers, can contribute to the development of the written language of subjects with ID. The software is a playful, challenging and stimulating environment for students in the literacy process. It is pointed out the relevance of the professional specialist in understanding the specificities of the student with DI so that, in this way, he can establish actions that promote meaningful teaching relationships, based on a planning appropriate for the needs of this student.