Tecnologia instrucional em educação especial: uma revisão integrativa da literatura (2008 – 2018)

Abstract

Instructional Technology is an evolving field of knowledge, beyond the automation of processes and the use of technological resources. It comprehends theories and practices of planning, development, use, management and evaluation applied on diverse teaching-learning contexts. On this perspective that this research has had as its general objective to identify, describe and analyze components of Instructional Technology in national Special Education journals and, how to define criteria, envisioned: a) to know the instructional skills implemented in school contexts for target group students of special education; b) systematize and analyze the components of the instructional technology domains narrated in the paper reviewed; c) comprehend the possibilities of this field of knowledge in the Brazilian educational context. It is a study whose design is based on the Integrative Literature Review, for which it was selected a national journals database on Special Education, that currently constitute the extract A from Qualis CAPES: Brazilian Special Education Magazine (RBEE) and Special Education Magazine (REE). As criteria for selection, was considered articles published between 2008 and 2018, which reported studies applied in regular classrooms, identified through the following descriptors: Practices AND Teaching; Strategies AND Teaching; Techniques AND Teaching; Intervention AND Teaching; Strategies AND Instructional. From a total of 221 the studies, 192 were excluded due the criteria remaining 29 scientific articles for the study. The results of the study enabled the didactic-teoric systematization of Instructional Technology and reveal based on scientific evidence in Special Education, that the domains of this field of knowledge pervade practices of instructional planning, development and resources implementation; teaching management and evaluation in the Brazilian educational context. However, there was a predominance of the fragmentation among the components of Instructional Technology in the teaching performance on which it is inferred that it may occur due researchers perspectives with the need to sintetize the results of their research. This present paper, therefore, indicates the need for academic-scientific investments that encourage theoretical and practical directions in the area of Instructional Technology, from an accessibility perspective, in teaching, research and extension initiatives.