SILVA, Simone dos Santos Venturelli Antunes da; http://lattes.cnpq.br/8711882884700864
Resumo:
This research aims to analyze the conceptions of teachers regarding education mediated
by digital games to students with Intellectual Disabilities (ID). The research was
developed in 4 schools: municipal, state, special and private; each with the largest number
of students with ID in their context, in a city of the state of Minas Gerais - Brazil. Eight
teachers have participated in this study, among them one from Specialized Educational
Service, from the regular classroom, a computer teacher and support teacher. To
participate, the teacher should teach mathematics and students with ID, so semi-structured
interviews were conducted. Results indicate that digital games have small use in school,
only 3 teachers use this resource. Teachers refer difficulties due to no technical support,
lack or damaged computers, lack of quality internet, as well as insecurity due to lack of
skills and training to deal with computers and didactic software and appropriate digital
games. Other observations pointed by them are the need for planning and articulation of
digital games with the classroom content and the student's level of comprehension.
Teachers generally also agree about the benefits to student learning using digital games
for learning purposes. We also identified that among the teachers surveyed, technology
and digital games are coming first to special education.
