Resumo:
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.