As concepções de professores sobre o uso de jogos digitais com alunos com deficiência intelectual

Abstract

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.