Relações entre didática, educação inclusiva e tecnologias assistivas: uma análise bibliográfica

Abstract

The present monograph, submitted as the Final Course Assignment (TCC) for the Pedagogy program at the Federal University of Goiás (UFG), aimed to examine, through a literature review, how academic works present the concepts of didactics, inclusive education, and digital/assistive technologies, as well as to identify gaps in the articulation among these three elements within the teaching–learning process of children with disabilities. To gather the data, a bibliographic survey was conducted in order to understand the different didactic possibilities involving the use of digital technologies in mainstream education. A total of nineteen studies were selected, addressing inclusion and various technologies with potential applications in education. Furthermore, the study sought to understand how technology can go beyond the mere acquisition of skills, serving as a means to expand access to education and promote the effective participation of children with disabilities in the school environment. Brazilian Law No. 13,146/2015, known as the Brazilian Disability Statute, guarantees fundamental rights and protections for the social inclusion of this population. For such rights to be fully realized, an adequate support structure is necessary—one that ensures, among other aspects, architectural, communicational, and technological accessibility (Brazil, 2015). The literature review revealed an important gap: studies have not explored the integration of didactics, technologies, and inclusion as an articulating axis of pedagogical practices. Instead, they tend to address the use of technologies associated with specific disabilities, treating these dimensions separately. In this context, the research problem is reaffirmed, highlighting the need for studies that move beyond fragmented approaches and analyze how the triadDidactics, Technology, and Inclusive Education) can guide pedagogical practices capable of resp (onding to the diverse group of students present in early childhood and basic education classrooms