Aprendizagem baseada em problemas na formação de docentes da classe comum: criando recursos pedagógicos com tecnologia assistiva de baixo custo

Abstract

This thesis was developed within the Doctoral Program in Education at the University of Western São Paulo (Unoeste), in research line 2: Training and Pedagogical Practice of the Teaching Professional. Based on the research question: How can problem-based learning contribute to the training of general education teachers in the creation of assistive technology resources? the general objective was to analyze the experience of problem-based learning in the training of general education teachers, aiming at the construction of Assistive Technology (AT) resources from the perspective of Inclusive Education. The research had a qualitative, intervention-based approach. The participants included the researcher, who is a specialist in special education - AEE, and 10 teachers who teach in general education classes in the eighth grade of elementary school, in the subjects of the Curriculum in Action of a school affiliated with the regional education network of the State of São Paulo, located in the municipality of Presidente Prudente - SP. As an initial data collection instrument, an interview was conducted to ascertain the profile of the participants and their prior knowledge about the themes of low-cost assistive technology – AT. After this initial assessment, continuous teacher training began using problem-based learning with the support of the educational platform called BeActive, which culminated in the creation of pedagogical resources with assistive technology-AT. The entire process was observed and recorded through a logbook and photographs, maintaining the anonymity of the participants. These records were the object of analysis, as well as all documents produced during the training, including the documents written on the BeActive platform. Finally, there was a self-evaluation through a form available on BeActive and a focus group with the participants to reflect on the process experienced during the construction of pedagogical resources with assistive technology - AT based on problem-based learning. Data analysis was performed through floating reading, triangulating the data and comparing it with the theoretical framework in order to perform a thematic analysis, identifying the following axes: problem-based learning as an active and collaborative methodology for teacher training; problem-solving and the construction of pedagogical resources with low-cost assistive technology for inclusive education; and BeActive guiding the application of the Problem-Based Learning methodology. The results showed, regarding the first thematic axis, that the use of problem-based learning as an active and collaborative methodology for teacher training promoted the effective participation of teachers, stimulating their agency and co-responsibility for the training process. Regarding the second axis, the ability to solve concrete problems of daily school life is highlighted, which materialized in the creation of low-cost assistive technology pedagogical resources. In the third axis, it is emphasized that BeActive was a favorable platform for the application of PBL, organizing the steps of the methodology and enabling the recording of interactions and the sharing of ideas.