Tecnologias digitais da informação e comunicação integrada ao ensino de ciências: uma perspectiva de educação inclusiva para alunos com síndrome de Down no Ensino Fundamental I

Abstract

The contemporary history dates back to a century perceived by its constant transformations in several spheres, certainly Education would not be exempt from these progressive changes. The Digital Information and Communication Technologies (ICTs) emerge from the perspective of the incorporation of digital resources as an innovative way of integrating technological tools into the teaching-learning process of students with Special Educational Needs (SEN). In this sense, the present work aims to compare how the teaching practices in Science Teaching making use of Digital Information and Communication Technologies are developed in Elementary Education for regular and Down Syndrome students. However the Positive characteristics for the construction of good quality scientific and technological knowledge, some challenges, such as the lack of digital resources in schools, the exclusion of students with Down Syndrome in regular classrooms and the difficulty in using technology digital communication by teachers and students with Syndrome can be observed as obstacles to its effective applicability. The current study is a bibliographical research based on the reading of articles, theses and chapters of books whose data collection was collected through searches in the Portal of Periodicals of Capes and in Google Scholar. The work is structured in three chapters, in which chapter 1 refers to the introduction and chapter 2 and 3 deal with the positive contributions of the pedagogical strategies used by teachers with aid? of Digital Information and Communication Technologies and the use of these technologies regarding of Inclusive Education. In this perspective, it is possible to understand the relevance of the use of the TDIC`s under a new look, a look capable of new meanings and learning. In addition to the above, it is also intended to present the results obtained in the work to the teachers of Biological Sciences major as a way to provide a reflexive dialogue about the curricular structure in the scope of Inclusive Education as well as to publish the results in the International Congress of Inclusive Education (CINTEDI).