Formação docente por meio da aprendizagem baseada em projetos: a construção de tecnologia assistiva para a inclusão dos estudantes público-alvo da educação especial

Abstract

This thesis was developed in the Doctorate in Education program at the Universidade do Oeste Paulista (Unoeste), in research line 2: Training and action of teaching professionals and educational practices. The research question is: Can teacher training through project-based learning help in the construction of assistive technology for the inclusion of students who are the target of special education (EPAEE)? The general objective analyzed how the process of teacher training through project-based learning contributes to the construction of assistive technology (AT) for the inclusion of NEETs. It was possible to prove that collaborative teacher training led to greater engagement and collaboration on the part of all the participants, who were able to demonstrate the development of learning in an independent, autonomous and inclusive way for the APSEE, using the collaborative construction of AT. The theoretical basis for discussing teacher training through the active project-based learning methodology in the collaborative construction of AT from the perspective of inclusive education was supported by the theoretical framework of socio-interactionism, according to Vygotsky, and the studies of Tardif, Nóvoa, Schõn, Imbernon, Zeichner, Mantoan, Bender and Bersch. The methodology was qualitative, of the formative research type, with the participation of ten teachers from regular education and three from specialized educational care in a municipal education network in the northwest region of São Paulo. The following data collection tools were used: a) a questionnaire on the profile of the teacher taking part in the research; b) a round table discussion with teachers to find out their training needs in terms of the concept of inclusive education, assistive technology, as well as a survey of ideas for creating assistive technology for the inclusive education of the EPAEE; c) observation of the face-to-face and distance learning moments of the training course, created based on the needs raised in the round table discussion; d) documentary research of the records made during the training, both in the face-to-face and distance learning moments through the virtual learning environment (VLE). Data analysis was carried out by floating reading the data collected, comparing it with the theoretical framework, concluding that the thesis revealed the importance of collaborative teacher training in planning, teaching and carrying out the inclusion of the EPAEE effectively in schools. It was found that teacher training using the project-based learning methodology in a collaborative way between the participating teachers was necessary in terms of planning and building assistive technology resources, with the aim of ensuring accessibility and independence for the APSEE in the pursuit of school inclusion. During the research, some highlights emerged, namely: interaction between peers to understand the context experienced; collaborative teacher training; the creation of AT in a contextualized and meaningful way; and the implementation of AT with fruit in the educational context. The research revealed that the dialogues and constructions established by the teachers broadened their repertoire of knowledge, which made them more confident in developing the collaborative construction of AT, showing engagement and collaboration by the participants, thus justifying the relevance of this thesis for research into collaborative teacher training from an inclusive education perspective.