Usos inclusivos da tecnologia digital para apoiar a aprendizagem e o envolvimento dos alunos no ensino secundário
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Resumo
A integração do digital no ensino secundário tornou-se agora indispensável. No entanto, nem todos os alunos têm as mesmas disposições em relação ao digital nem se beneficiam da mesma forma das tecnologias digitais. Essa disparidade se explica, por um lado, pelas diferenças no uso das tecnologias pelos professores e, por outro, pela diversidade de necessidades e preferências dos alunos. Esta pesquisa tem como objetivo destacar a diversidade de necessidades e preferências dos alunos do ensino secundário no uso do digital, alinhando-se aos princípios do Desenho Universal para a Aprendizagem (DUA). Mais especificamente, este estudo busca compreender e explicar quais usos do digital, adotados pelos professores, favorecem a aprendizagem e o engajamento de um amplo leque de alunos, considerando suas necessidades individuais a partir de uma perspectiva inclusiva. O estudo busca responder à seguinte questão: Quais usos do digital apoiam a aprendizagem e o engajamento dos alunos no ensino secundário, levando em conta a variabilidade das necessidades e preferências dos estudantes? Conduzida sob uma abordagem metodológica qualitativa descritiva, a pesquisa baseia-se em entrevistas individuais realizadas com 17 professores e 40 alunos do ensino secundário, abrangendo uma diversidade de níveis e escolas em Quebec. Os resultados são organizados de acordo com os três grandes princípios do DUA, de forma a destacar as práticas e usos do digital que podem apoiar a aprendizagem e o engajamento de uma variedade de alunos no ensino secundário, a partir de uma perspectiva inclusiva.
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