Inclusive education and educational technologies: mediation and promotion of learning in remote education

Abstract

The reality currently experienced in education has enabled numerous reflections on the pedagogical process, intermediated by various networks and access to communication and information. Believing in this premise, this work has as its main objective to reflect on the possibilities of giving new meaning to quality teaching, even in the context of remote classes. It presents, therefore, the proposal of collaborative work and the use of educational technologies as a fruitful way to guarantee the inclusion and development of significant learning. The discussions here present take into account the demands of a new teaching posture that contemplates interaction, learning, and the development of competencies in a society of knowledge and information, affected by the Coronavirus pandemic. The ideas presented in the scope of this work result from a qualitative bibliographic research, referenced by the thoughts of Mendes (2017), Masetto (2000), Rodrigues (2012), Galvão Filho (2009), and Silva (2001). Through this study, it was possible to conceive the relevance of a collaborative teaching, based on the reconfiguration of the roles of those who act directly in the guidance of students, allowing, also, to situate the role of technologies as great allies in the proposal of an inclusive education. In turn, these technologies need to be supported by pedagogical mediations that diversify teaching and expand interactive skills, in order to place the learner in the position of active subject in his knowledge process.