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Contributos das Tecnologias da Informação e Comunicação para a Educação Inclusiva
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Abstract(s)
O presente relatório de estágio, denominado “Contributos das Tecnologias da Informação e Comunicação para a Educação Inclusiva”, teve por objetivo explorar o papel das
TIC como promotoras da Educação Inclusiva, proporcionando uma análise das práticas pedagógicas que valorizam a diversidade de capacidades, perfis culturais e socioeconómicos dos alunos.
A inclusão na educação baseia-se na adaptação dos conteúdos e estratégias pedagógicas para atender às diferentes necessidades de aprendizagem. As TIC mostram-se facilitadoras nesse processo, ao permitir a personalização dos conteúdos e a acessibilidade em diversos formatos (texto, áudio, vídeo), promovendo maior motivação, envolvimento e participação dos alunos e estimulando uma aprendizagem equitativa.
A intervenção pedagógica realizada nos diferentes níveis de ensino destacou-se pela aplicação de metodologias diversificadas, estratégias inovadoras que promoveram o
desenvolvimento de competências em pensamento computacional, robótica educativa e tecnologias digitais. As atividades planeadas e adaptadas atenderam às necessidades específicas dos alunos, consolidando os conceitos teóricos por meio de estratégias inclusivas e alinhadas ao currículo e aos contextos educativos.
O estudo sobre as representações de educadores de infância e professores dos Ensinos Básico e Secundário sobre as TIC e a sua relação com a Educação Inclusiva realça a importância das TIC na criação de ambientes aprendizagem inclusivos, onde são reconhecidas como essenciais para uma prática pedagógica acessível. No entanto, foram identificadas barreiras, como a falta de formação contínua dos professores e de recursos tecnológicos adequados, apontando a necessidade de investimentos em infraestrutura tecnológica escolar.
Além disso, o estudo evidencia o potencial das tecnologias emergentes, como a Inteligência Artificial e a Robótica Educativa, para enriquecer as estratégias pedagógicas
inclusivas, incentivando o desenvolvimento da autonomia e do pensamento crítico nos alunos.
Conclui-se, portanto, que, para uma Educação Inclusiva de qualidade, são essenciais o investimento em formação contínua e o apoio pedagógico para superar os desafios encontrados. Os resultados indicam que, embora os professores dos primeiros ciclos do Ensino Básico se sintam mais preparados para utilizar as TIC, os educadores de infância e os professores do Ensino Secundário manifestam a necessidade de maior apoio e formação nesta área.
ABSTRACT: The present internship report, entitled “Contributions of Information and Communication Technologies to Inclusive Education,” aimed to explore the role of ICT as promoters of Inclusive Education, providing an analysis of pedagogical practices that value the diversity of students' abilities, cultural profiles, and socioeconomic backgrounds. Inclusion in education is based on adapting content and pedagogical strategies to meet diverse learning needs. ICT facilitates this process by enabling the personalisation of content and accessibility in various formats (text, audio, video), fostering greater motivation, engagement, and participation among students, and promoting equitable learning. The pedagogical intervention carried out across different levels of education was distinguished by the application of diversified methodologies and innovative strategies that promoted the development of skills in computational thinking, educational robotics, and digital technologies. The planned and adapted activities addressed the specific needs of the students, consolidating theoretical concepts through inclusive strategies aligned with the curriculum and educational contexts. The study of the perceptions of early childhood educators and teachers in primary and secondary education regarding ICT and its relationship with Inclusive Education highlights the importance of ICT in creating inclusive learning environments, where they are recognised as essential for accessible pedagogical practices. However, barriers such as a lack of continuous teacher training and adequate technological resources were identified, pointing to the need for investments in school technological infrastructure. Furthermore, the study highlights the potential of emerging technologies, such as Artificial Intelligence and Educational Robotics, to enrich inclusive pedagogical strategies, fostering the development of students' autonomy and critical thinking. It is concluded, therefore, that for high-quality Inclusive Education, continuous training and pedagogical support are essential to overcome the challenges encountered. The results indicate that, although primary education teachers feel better prepared to use ICT, early childhood educators and secondary education teachers express the need for greater support and training in this area.
ABSTRACT: The present internship report, entitled “Contributions of Information and Communication Technologies to Inclusive Education,” aimed to explore the role of ICT as promoters of Inclusive Education, providing an analysis of pedagogical practices that value the diversity of students' abilities, cultural profiles, and socioeconomic backgrounds. Inclusion in education is based on adapting content and pedagogical strategies to meet diverse learning needs. ICT facilitates this process by enabling the personalisation of content and accessibility in various formats (text, audio, video), fostering greater motivation, engagement, and participation among students, and promoting equitable learning. The pedagogical intervention carried out across different levels of education was distinguished by the application of diversified methodologies and innovative strategies that promoted the development of skills in computational thinking, educational robotics, and digital technologies. The planned and adapted activities addressed the specific needs of the students, consolidating theoretical concepts through inclusive strategies aligned with the curriculum and educational contexts. The study of the perceptions of early childhood educators and teachers in primary and secondary education regarding ICT and its relationship with Inclusive Education highlights the importance of ICT in creating inclusive learning environments, where they are recognised as essential for accessible pedagogical practices. However, barriers such as a lack of continuous teacher training and adequate technological resources were identified, pointing to the need for investments in school technological infrastructure. Furthermore, the study highlights the potential of emerging technologies, such as Artificial Intelligence and Educational Robotics, to enrich inclusive pedagogical strategies, fostering the development of students' autonomy and critical thinking. It is concluded, therefore, that for high-quality Inclusive Education, continuous training and pedagogical support are essential to overcome the challenges encountered. The results indicate that, although primary education teachers feel better prepared to use ICT, early childhood educators and secondary education teachers express the need for greater support and training in this area.
Description
Dissertação de Mestrado, Ensino de Informática, 17 de fevereiro de 2025, Universidade dos Açores.
Keywords
Tecnologias da Informação e Comunicação Educação Inclusiva Estratégias Pedagógicas
Citation
Tavares, Hélder Luís Botelho. (2024). "Contributos das Tecnologias da Informação e Comunicação para a Educação Inclusiva". 150 p. (Dissertação de Mestrado em Ensino de Informática). Ponta Delgada: Universidade dos Açores, 2024. Disponível em http://hdl.handle.net/10400.3/8616