Problemas de cognição : aprendizagem e inclusão com recurso às TIC
Miniatura indisponível
Ficheiros
Data
2010
Autores
Título da revista
ISSN da revista
Título do Volume
Editora
Resumo
Com este estudo pretendemos fazer uma breve revisão bibliográfica sobre a inclusão, as
perspectivas de Piaget e Vygotski sobre Cognição e Aprendizagem, a Promoção Cognitiva e
Aprendizagem, a implementação das Tecnologias de Informação e Comunicação na sala de
aula e, através de uma avaliação, aplicar instrumentos de recolha de dados numa turma de
8ºano com duas alunas com necessidades educativas especiais, de forma a fazer a
caracterização da situação em que se pretende intervir e dos contextos em que a mesma se
insere. Tendo em conta que os professores e alunos do grupo identificaram a atenção,
memória, raciocínio e interacção social como áreas fracas, procurou-se construir e
implementar um programa de promoção cognitiva com recurso às tecnologias de informação
e comunicação. Este programa baseou-se, sobretudo, no programa de promoção cognitiva de
Leandro de Almeida e contou com contributos do Programa de Enriquecimento Instrumental
de Relvem Feuerstein. O programa foi implementado ao longo de quatro meses com sessões
semanais de noventa minutos em contexto de sala de aula na disciplina de Estudo
Acompanhado. Na avaliação final da implementação do programa verificou-se que este
interferiu positivamente no desempenho dos jovens nas tarefas académicas, cognitivas e
sócio-emocionais.
Palavras-chave
Inclusão, promoção cognitiva, tecnologias de informação e comunicação.
With this study , I aim to do a brief bibliographical revision about inclusion, the perspectives of Piaget and Vygotski on Cognition and Learning, the Promotion of Cognition and Learning, the improvement of Information and Communication Technologies in the classroom and, through evaluation, to use instruments to collect data in a 8th grade form with special educational needs, in order to characterise the situation in which it is aimed to have intervention, as well as the contexts in which it occurs. Having in mind that the teachers and students have already identified memory, rationalizing and social interaction as weak areas, it was tried to build and improve a cognition promotion programme using the information and Communication Technologies. This programme was mainly based on the Leandro Ferreira’s Programme of Cognition Promotion and featured contributions from Reuven Feuerstein’s Programme of Instrumental Enrichment. The programme was improved during four months, with weekly sessions of ninety minutes each, in the context of the classes of “Supported Studies” school subject. In the final evaluation of the improvement of the programme it was verified that it interfered positively in the practices of the students in their school, cognitive and social-emotional tasks. Keywords Inclusion, Cognitive Promoting, Information and Communication Technologies
With this study , I aim to do a brief bibliographical revision about inclusion, the perspectives of Piaget and Vygotski on Cognition and Learning, the Promotion of Cognition and Learning, the improvement of Information and Communication Technologies in the classroom and, through evaluation, to use instruments to collect data in a 8th grade form with special educational needs, in order to characterise the situation in which it is aimed to have intervention, as well as the contexts in which it occurs. Having in mind that the teachers and students have already identified memory, rationalizing and social interaction as weak areas, it was tried to build and improve a cognition promotion programme using the information and Communication Technologies. This programme was mainly based on the Leandro Ferreira’s Programme of Cognition Promotion and featured contributions from Reuven Feuerstein’s Programme of Instrumental Enrichment. The programme was improved during four months, with weekly sessions of ninety minutes each, in the context of the classes of “Supported Studies” school subject. In the final evaluation of the improvement of the programme it was verified that it interfered positively in the practices of the students in their school, cognitive and social-emotional tasks. Keywords Inclusion, Cognitive Promoting, Information and Communication Technologies
Descrição
Orientação: Jorge Serrano
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO - EDUCAÇÃO ESPECIAL: DOMÍNIO COGNITIVO E MOTOR, EDUCAÇÃO, EDUCATION, INCLUSÃO ESCOLAR, SCHOOL INCLUSION, COGNIÇÃO, COGNITION, APRENDIZAGEM, LEARNING, TECNOLOGIAS DA INFORMAÇÃO E COMUNICAÇÃO, INFORMATION AND COMMUNICATION TECHNOLOGIES, EDUCAÇÃO ESPECIAL, SPECIAL EDUCATION, NECESSIDADES EDUCATIVAS ESPECIAIS, SPECIAL EDUCATIONAL NEEDS