ATENDIMENTO EDUCACIONAL ESPECIALIZADO E ROBÓTICA EDUCACIONAL

TRABALHO COLABORATIVO NA REMOÇÃO DE BARREIRAS VISUAIS

Abstract

With the present research, we have the objective of identifying how the collaborative work of the teacher of the Specialized Educational Assistance with the one of the Educational Technology area of ​​the Municipal Teaching Network of Florianópolis/SC, can promote collective access from the removal of visual barriers in the classes of Educational Robotics. From the perspective of an inclusive school that meets all the needs of its students, collaborative work is an important action for students to develop their potential, with a support network that considers the skills and particularities of each one. Thus, we question which adaptations, resources and pedagogical interventions are necessary for public Special Education students, specifically students who need to remove the visual barrier, to be contemplated for their effective participation in Educational Robotics classes. A bibliographical research was carried out, in the first stage, having as a partial theoretical support the works: BOCK, G. L. K.; GESSER, M.; NUERNBERG, A. H. Universal design for learning as a principle of care (2020), VILARONGA, Carla Ariela Rios. MENDES Enicéia Gonçalves. Collaborative teaching to support school inclusion: collaborative practices among teachers (2014). As a partial result, we reflect on the need for adjustments in the materials and methodologies used for all students to participate, with the work in partnership between the Specialized Educational Assistance teacher and Educational Technology professionals being paramount. As accessibility demands for the effective participation of students who need to remove the visual barrier are identified, not only them, but all students can benefit.