Análise da produção do conhecimento acerca de recursos e de instrumentos avaliativos envolvidos com o uso da comunicação suplementar e / ou alternativa no contexto educacional

Abstract

ABSTRACT: In view of the precarious and timid use of PCA at different levels and stages of school education, it is necessary to implement research that offers elements for the systematization of knowledge that promote the expansion and effectiveness of the use of PCA with students with disabilities. speech restrictions. Objective: To analyze part of the production of scientific knowledge about the conceptions, purposes and modes of construction related to PCA in the educational context. Method: This is an integrative review of articles published in journals indexed in the Lilacs, Scielo, Eric, Pubmed, Scholar, Pro Quest databases. From the application of the inclusion and exclusion criteria, 12 studies were selected, which became part of the analysis corpus. Results: As for the participants involved in the research, 50% were teachers and students, 25% teachers, students and family, 8% only students and family, 8% students, teachers and researcher and in 8% only students. Regarding the age of the students, 83% of the participants were children, 18% were adolescents and 8% had no defined age. It is possible to observe the predominance of students with cerebral palsy. It is noted in relation to the education of the participating students the predominance of studies aimed at the early grades (Early Childhood Education and Elementary School) to the detriment of the other stages of schooling. Regarding the type of educational institution 66% of the participants are enrolled in regular school and 33% in special schools. Regarding the purpose of using the PCA, it was found to be used to promote interaction / dialogue. Conclusion: The studies analyzed here show that the growing presence of students with restricted orality in the educational context shows the need for the implementation of studies that can contribute to the interactions between the different professionals who are involved with their teaching-learning processes. We emphasize the urgency of new studies that address this resource from a theoretical framework that conceives the PCA as a resource capable of promoting social interactions established between teachers / students, student / student, and that offers theoretical and practical elements so that the construction of it be carried out, with the participation of the person / student with speech restrictions and their main interlocutors and that contributes, especially, to their constitution as the subject / author of their learning processes.