Tecnologia assistiva: o uso nas salas de recursos multifuncionais em escolas municipais de Campo Maior-Pi

Abstract

Education is a right for everyone and this includes people who have some functional ability that is temporarily or permanently deficient.Assistive Technology arises with the proposal to work on remaining skills in order to provide greater independence, quality of life and social and school inclusion.The theme of this work is Assistive Technology: use in Multifunctional Resource Rooms in municipal schools in Campo Maior - PI. Its general objective is to analyze the use of Assistive Technology in schools in the municipal network of the city of Campo Maior-PI, and specifically: to investigate the application of high and low technology resources; understand the difficulties in accessing and using Assistive Technology; investigate the teacher's pedagogical action when working with Assistive Technology.The methodology adopts a qualitative approach of an exploratory/descriptive nature with research in the field that uses content analysis as a method for processing and interpreting data.The research setting was two schools in the Municipal network of Campo Maior. Data were obtained through semi-structured interviews and observations. The participants were teachers who worked in the regular classroom and the Multifunctional Resource Room.The research has as its theoretical contribution Galvão Filho (2009), Bersch (2008), considered a reference in the area of Assistive Technology in Brazilian territory, and Bardin (1977) and Gil (2002) are added as the basis of the methodological path.In view of the objectives, the following results were obtained, when investigating the application of low and high technology Assistive Technology resources.The research points to multiple factors as the main causes of non-application of these resources and services.It is concluded that access and use of Assistive Technology resources do not occur concretely in the educational reality.Incipient training for professionals in the Special Education target audience contributes to the lack of knowledge in the area. In relation to pedagogical work, the lack of knowledge of Assistive Technology resources becomes evident. Therefore, Assistive Technology needs to be actively worked on and needs greater dissemination to become effective within education. Finally, it is important to highlight the implementation of resources within the Multifunctional Room as well as investment in professional training.