Resumo

HAAS, CLARISSA  e  RODRIGUES, GRACIELA FAGUNDES. Blogs, special education and ongoing teacher training: widening learning contexts through the web. Rev. Comunic [online]. 2015, vol.22, n.1, pp.141-158. ISSN 2238-121X.  https://doi.org/10.15600/2238-121X/comunicacoes.v22n1p141-158.

This paper presents a reflection on ongoing teacher training in the field of Special Education, from the perspective of Inclusive Education (with a focus on the offer of Specialized Educational Assistance as a priority service) by privileging the resources of accessible digital technologies as a theme to be known, explored and experienced by teachers in learning contexts with their peers. The theoretical and methodological construction was grounded on the analysis of blogs designed by a group of teachers participating in an ongoing training course with emphasis on Accessible Digital Technologies in Distance Education. The documented experience with the course participants has shown the contribution of the blog’s architecture as an authorship digital tool that both enables the (re)invention of pedagogical practices in Special Education and presents evidence that favor ongoing teacher (self)training. In such education dynamics, we have noticed characteristics that trigger the composition of a “practice community”, i.e., a group of professionals gathered around common objectives

Palavras-chave : BLOGS; ASSISTIVE TECHNOLOGY; SPECIAL EDUCATION; ONGOING TEACHER TRAINING; PRACTICE COMMUNITY.

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