CHALLENGES THAT APAE DE PENHA TEACHERS FACED IN THE INSERTION OF TECHNOLOGY INTO PEDAGOGICAL PRACTICE

Abstract

In recent years, accelerated technological evolution and digital transformation have redefined the educational scenario driving relections on its applicability in Special Education. In this context, this article appears as a response to theoretical and practical concerns, proposing in in-depth analysis of the interrelationship between human functionality, specialized support and pedagogical interventions. Focusing on technological applicability, the study highlights the relevance of digital tools as accessible and inclusive instruments for the teaching-learning process, especially aimed at students with intellectual disabilities and autism spectrum disorder. The main objective is to analyze the role of Technologies in the teaching process, considering in evolutionary perspective that highlights their importance in the construction of contemporary educational practices. To achieve this purpose, two teachers from different areas of APAE in Penha were invited, whose contributions enaled in-depth analysis of the main challenges and obstacles associated with the use of Technologies in remote teaching and their integration into everyday educational live. Data collection was carried out through the application of a questionnaire structured by the authors, whose data and/or information obtained were systematized, organized and analyzed using a quantitative and qualitative approach, distributed into specific themes. The results revealed that teachers implemented several strategies in the context of remote teaching, including collaborative planning, the adoption of different procedures for the applicability of specific planning, the prediction of changes in teaching methodologies and the use of teaching materials and assessment instruments adapted. Digital Technologies and virtual environments were analyzed from positive and challenging perspectives in the teaching-learning process. It is concluding that meeting the educational needs of students at Apae in Penha/SC in remote teaching required a restructuring and reformulation of pedagogical plans, with the implementation of diversified actions adjusted to the particularities of each institution.