Refletindo sobre tecnologias para a educação e tecnologia assistiva: a inclusão chegou à escola pública?

Abstract

It presents partial data of a research that aims to analyze the impact of teaching, research and extension experiences in the initial training of the undergraduate students in Mathematics and Pedagogy of the University of the State of Amazonas. The text seeks to bring the reports of experience closer to the perspective of deepening readings on technology for assistive technology and education, in order to contribute to the discussions on school inclusion. The bibliographical and documentary research subsidizes the research work, having as subjects of the study 07 academics of the Normal Higher School / UEA and 03 higher education teachers. The research is in the initial phase, more specifically, was inaugurated with their experience in planning and supporting the coordination of the First Workshop on Educational Technologies: Breaking Paradigms, held by the State University of Amazonas on December 1 and 2, 2016 The data presented had as sources of consultation scientific papers from national researchers, books on education and technologies for education, as well as reports produced by the academics about the Event. The data of the reports show the students' perception of the contribution of this activity to the academic and professional formation, but also evidence their motivation and need to deepen the subject under debate. Finally, the text proposes a reflexive movement of approximation between education, technology for education and assistive technology, capable of triggering a better understanding of the theoretical-legal bases of school inclusion. It is hoped that the concerns resulting from this collaborative work will translate into question marks for discussions, studies and future work on the challenges of the teaching profession.