Contribuições de uma pesquisa intervenção para o desenvolvimento humano na perspectiva bioecológica

Abstract

This study, based on the Bioecological Model of Human Development proposed by Urie Bronfenbrenner, investigated the contributions of a research intervention to human development from a bioecological perspective, of young people and adults in special education, who attend the Youth and Adult Education of a Special Education school in Ponta Grossa/PR. The participants were students with intellectual disabilities, who have a disability characterized by significant limitations in intellectual functioning and adaptive behavior, expressed in practical, social and conceptual skills, manifested before the age of eighteen. This study is based on the Bioecological Perspective of Human Development, in order to stimulate some reflections on how digital technologies can contribute to the human development of young people and adults in special education, enabling new learning. Specifically, a didactic sequence was implemented with the aim of promoting interaction between students and the use of the Instagram social network, as well as understanding the pedagogical role of smartphones in the school environment and evaluating their development through the use of the application during the didactic intervention. The choice of Bronfenbrenner's framework as theoretical support for these reflections is justified by the potential of the bioecological model to explain the inseparability between the developing person and the contexts in which they are inserted. In this way, a qualitative approach was adopted, through ecological insertion, which allowed the researcher to enter the environment immediately, where observations, informal conversations, interviews and didactic intervention took place. The process-person-context-time model was one of the guides for analyzing the results. Data was collected through observation, interviews with the students, audio recording and recording of all the activities carried out. The data collected was organized into categories (interaction and contextualized learning of environmental issues; the pedagogical role of smartphones; the development of the Instagram app during the didactic intervention) and analyzed using the theoretical framework studied. The conclusion is that, in the course of the didactic intervention, the activities carried out led to changes in the participants' behavior, in terms of performing the skills and handling the app. The students showed greater mastery when entering and exiting the app, including posts on their photos, the ability to create a video and to show off their creation. In this way, it can be said that there was an improvement in the participants' execution of skills and learning with digital technologies, while there was also human development. The product of this research is a Pedagogical Notebook with the entire didactic sequence applied and developed using the Instagram social network.