Educação especial na era digital: fontes de informação usadas por professores na internet

Abstract

Historically, Brazilian education for aimed at the special education audience was marked by exclusion and inequality, although important advances have occurred with the strengthening of social struggles. Even so, challenges persist regarding the implementing of public policies and training teachers to meet the diversity present in schools. Many teachers do not feel prepared to work with students with disabilities, autism spectrum disorders, or high abilities, which reinforces the need for investment in continuing education. In this scenario, the internet has become a significant source of information and professional development, but the large volume of content available and the presence of misinformation require attention in choosing and validating the sources used. The general objective of this study is to identify which online information sources teachers access to get informed about special education, inclusive education, and school inclusion, and with the following specific objectives: a) To list the main websites and digital platforms that teachers regularly access to obtain information about special education. b) To characterize the online information sources most accessed by teachers regarding inclusive special education content. The method used was qualitative, through a descriptive study with documentary analysis. The research was conducted in two stages: Stage 1 - Collection of data on teachers' sources of information on the internet through a questionnaire that asked teachers to indicate three sources of information they used on the internet. The respondents were participants three online inprovement courses offered by the Federal University of São Carlos (UFSCar), namely: Literacy for Students with Disabilities (AlfaDef) – 7th Edition Co-teaching and Management and Special Education from an Inclusive Perspective (GEEPI). Estage 2. Characterization of information sources. The teachers' responses were reviewed and categorized. Analysis of the online sources showed that the digital environment has become an essential space for the dissemination of knowledge about special and inclusive education. Online platforms expand access to information and promote exchanges between educators and society. The results showed that the most recommended sources were: a) websites and personal blogs of professionals in the field (45.6%), b) audiovisual platforms, specifically YouTube (19.8%), c) academic publications (13.8%), d) social networks (10.8%), e) official publications (5.2%), and f) institutions offering distance learning courses in the field (5.2%). It was concluded that the main sources teachers use to obtain information about inclusive special education, which account for approximately three-quarters of total visits, lack curation to ensure quality. However, it seems essential to develop a critical perspective to select reliable and up-to-date content, ensuring educational practices based on solid information and strengthening the culture of inclusion. Thus, for future studies, validating these accessed sources represents an essential ethical commitment to educational practice and the construction of reliable knowledge