A inclusão escolar da criança com deficiência neuromotora no projeto de robótica educacional no ensino fundamental
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Citações na Scopus
Tipo de produção
Dissertação
Data
2023
Autores
Canet, Ana Maria Diniz
Orientador
Tonidandel, Flavio
Periódico
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Citação
CANET, Ana Maria Diniz. A inclusão escolar da criança com deficiência neuromotora no projeto de robótica educacional no ensino fundamental. 2023. 143 f. Dissertação (Mestrado em Engenharia Elétrica) - Centro Universitário FEI, São Bernardo do Campo, 2023. Disponível em: https://doi.org/10.31414/EE.2023.D.131631.
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Palavras-chave
Robótica educacional,Inclusão escolar,Tecnologia assistiva
Resumo
A Robótica Educacional favorece o desenvolvimento do raciocínio, o trabalho em equipe e a socialização de conhecimentos. Neste trabalho, utilizando esta tecnologia educacional como mediadora da aprendizagem, questionou-se seu potencial inclusivo para alunos com deficiência, dessa forma, esta pesquisa é qualitativa e quantitativa, envolve três fases: pesquisa bibliográfica, questionário respondido pelos Professores de Apoio aos Projetos Pedagógicos de Tecnologias Educacionais (PAPP TEC) das Escolas Municipais de São Bernardo do Campo e estudo de caso envolvendo dois alunos do Ensino Fundamental – Anos Iniciais (1° ao 5° ano) com diagnóstico de encefalopatia crônica não evolutiva (ECNE), com quadro motor de tetraparesia. Os objetivos deste trabalho são: elencar quais são as estratégias e os recursos de tecnologia assistiva necessários para que crianças com diagnóstico de encefalopatia crônica não evolutiva, com quadro motor de tetraparesia, que estejam cursando o Ensino Fundamental – Anos Iniciais (1° ao 5° ano), consigam realizar as atividades propostas nas aulas de Robótica Educacional, verificar o potencial inclusivo da robótica educacional e quais são as dificuldades que os professores de robótica apresentam na inclusão de alunos com deficiência. As hipóteses levantadas são: a de que com as adaptações necessárias o aluno consiga melhorar seu desempenho funcional e realizar as atividades escolares com maior autonomia e independência e que a robótica apresenta potencial inclusivo. O estudo de caso utilizou para a avaliação do desempenho funcional a filmagem da criança antes e depois do uso das adaptações, a CIF (Classificação Internacional de Funcionalidade), o PEDI (Pediatric Evaluation of Disability Inventory) e a entrevista semiestruturada da PAPP TEC. Conclui-se que, a robótica virtual através de um software com varredura de tela e pranchas interligadas demonstrou ser uma possibilidade para adaptação de crianças que não tem acesso convencional as peças de montagem e programação do robô, principalmente as com deficiência neuromotora severa que obtém o acesso por acionador. Houve melhora de seu desempenho ocupacional e possibilitou sua participação nas atividades como protagonista e não apenas como observadora. No questionário e na entrevista semiestruturada foi apontado pelos professores a necessidade de ações formativas, ações colaborativas com os profissionais de apoio (Equipe de Orientação Técnica e professores especialistas nas áreas das deficiências) e de acesso à tecnologia assistiva para o desenvolvimento do potencial inclusivo da robótica
Educational Robotics favors the development of reasoning, teamwork and the sharing of knowledge. In this work, using this educational technology as a learning mediator, its inclusive potential for students with disabilities was questioned, thus, this research is qualitative and quantitative, involves three phases: bibliographical research, questionnaire answered by Teachers of Support to Pedagogical Projects of Educational Technologies (PAPP TEC) of the Municipal Schools of São Bernardo do Campo and a case study involving two Elementary School students - Early Years (1st to 5th year) diagnosed with non-progressive chronic encephalopathy (NPCE), with motor impairment tetraparesis. The objectives of this work are: to list the assistive technology strategies and resources necessary for children with a diagnosis of non-progressive chronic encephalopathy, with a motor condition of tetraparesis, who are attending Elementary School - Early Years (1st to 5th year), manage to carry out the activities proposed in the Educational Robotics classes, verify the inclusive potential of educational robotics and what are the difficulties that robotics teachers have in the inclusion of students with disabilities. The hypotheses raised: that with the necessary adaptations the student can improve their functional performance and carry out school activities with greater autonomy and independence and that robotics has an inclusive potential. The case study used filming of the child before and after using the adaptations, the ICF (International Classification of Functioning), the PEDI (Pediatric Evaluation of Disability Inventory) and the PAPP TEC semi-structured interview to assess functional performance. It is concluded that virtual robotics through software with screen scanning and interconnected boards proved to be a possibility for adapting children who do not have conventional access to robot assembly and programming parts, especially those with severe neuromotor deficiency who obtain the trigger access. There was an improvement in her occupational performance and it enabled her to participate in activities as a protagonist and not just as an observer. In the questionnaire and in the semi-structured interview, the teachers pointed out the need for training actions, collaborative actions with support professionals (Technical Guidance Team and specialist teachers in the areas of disabilities) and access to assistive technology for the development of the inclusive potential of robotics
Educational Robotics favors the development of reasoning, teamwork and the sharing of knowledge. In this work, using this educational technology as a learning mediator, its inclusive potential for students with disabilities was questioned, thus, this research is qualitative and quantitative, involves three phases: bibliographical research, questionnaire answered by Teachers of Support to Pedagogical Projects of Educational Technologies (PAPP TEC) of the Municipal Schools of São Bernardo do Campo and a case study involving two Elementary School students - Early Years (1st to 5th year) diagnosed with non-progressive chronic encephalopathy (NPCE), with motor impairment tetraparesis. The objectives of this work are: to list the assistive technology strategies and resources necessary for children with a diagnosis of non-progressive chronic encephalopathy, with a motor condition of tetraparesis, who are attending Elementary School - Early Years (1st to 5th year), manage to carry out the activities proposed in the Educational Robotics classes, verify the inclusive potential of educational robotics and what are the difficulties that robotics teachers have in the inclusion of students with disabilities. The hypotheses raised: that with the necessary adaptations the student can improve their functional performance and carry out school activities with greater autonomy and independence and that robotics has an inclusive potential. The case study used filming of the child before and after using the adaptations, the ICF (International Classification of Functioning), the PEDI (Pediatric Evaluation of Disability Inventory) and the PAPP TEC semi-structured interview to assess functional performance. It is concluded that virtual robotics through software with screen scanning and interconnected boards proved to be a possibility for adapting children who do not have conventional access to robot assembly and programming parts, especially those with severe neuromotor deficiency who obtain the trigger access. There was an improvement in her occupational performance and it enabled her to participate in activities as a protagonist and not just as an observer. In the questionnaire and in the semi-structured interview, the teachers pointed out the need for training actions, collaborative actions with support professionals (Technical Guidance Team and specialist teachers in the areas of disabilities) and access to assistive technology for the development of the inclusive potential of robotics