Contribuições do uso de tecnologias para o ensino de ciências e matemática na perspectiva inclusiva: um estudo a partir de teses e dissertações

Abstract

Technologies are configured as an important resource for the processes of teaching and learning. Studies show that, depending on the way they are used in the educational field, they can favor the process of inclusion of Special Education Students (PAEE). Thus, it is understood the relevance of studying how Brazilian research is approaching the use of technologies in science and mathematics teaching from the perspective of Inclusive Education. To this end, an investigation was conducted to analyze how Digital Information and Communication Technologies and Assistive Technologies have been addressed in Theses and Dissertations that are available in the catalog of the Coordination for the Improvement of Higher Education Personnel (CAPES), regarding the Teaching of Sciences (Biology, Chemistry and Physics) and Mathematics from the perspective of Inclusive Education. It is emphasized that this study is of a qualitative nature and can be characterized as bibliographical research. In this context, a bibliographical investigation was carried out in the catalog of Theses and Dissertations of CAPES during the second semester of 2020 and, by means of selection criteria, 35 researches were initially found that addressed the use of technology in Science and Mathematics Teaching from the perspective of Inclusive Education. After a thorough reading of the papers in order to find the recurring themes, a mapping of 32 papers that covered the theme of the present research was carried out, concerning the general data of the investigation, such as: level of education, curricular area, disability addressed, and technology used. Subsequently, it was proposed to examine the contributions of the use of technological resources to the Teaching of Science and Mathematics from the perspective of Inclusive Education. Based on the data analysis, it was possible to infer that these technologies can be configured as mediating instruments for the learning process of PAEE students. Besides that, they can favor students’ motivation, by being something that, generally, the students already have contact and domain. Also, it offers the possibility for them to overcome sensorial and/or physical barriers imposed by a not very inclusive society, which can prevent or hinder their educational process, thus having an equitable access to education. Therefore, by using technological resources, it is possible to respect the learning pace of all students, allowing them to assume an active position in the educational process. Therefore, the present research has evidenced the potentiality of using technological resources to offer all students, regardless of their conditions, a quality educational experience.