TDIC no processo de ensino-aprendizagem para alunos com TEA: desenvolvimento de uma proposta inclusiva na formação de professores de inglês

Abstract

This study investigated the influence of Digital Information and Communication Technologies (DICT) in promoting inclusive educational practices for students with Autism Spectrum Disorder (ASD), with an emphasis on the training of English language teachers. The research was grounded in three main theoretical frameworks: i) ASD from neuropsychological, diagnostic, and educational perspectives (APA, 2013; Barbosa, 2012; Fernandes, 2023; Castro, 2023) and the legal principles of inclusive education, based on the Salamanca Statement (1994), the Brazilian Inclusion Law (LBI – Law No. 13,146/2015), and the Berenice Piana Law (Law No. 12,764/2012); ii) contemporary challenges in teacher education for inclusion, drawing on Medrado and Celani (2017), Araújo (2024), among others; and iii) the role of Digital Information and Communication Technologies (DICT) as mediators in the educational process, as discussed by Moran (2013) and Kenski (2012), considering their potential for fostering inclusive practices. Based on a qualitative action-research, the objective was to develop an inclusive proposal for the training of English teachers in schools in Paraíba through a pedagogical intervention, equipping them with the necessary knowledge and resources to effectively use DICT in teaching English to students with ASD. The results demonstrated that continuous professional development focused on integrating DICT is a significant factor in promoting educational accessibility, thereby reinforcing the initial hypothesis. The investigation provided relevant contributions for advancing pedagogical adaptation strategies. However, the research also highlighted the persistence of structural and curricular challenges within the educational system. Based on the data obtained, this dissertation aimed to outline pathways for professional development and technological innovation, indicating how these can strengthen current inclusion policies. Additionally, it is hoped that this study fosters future research centered on the analysis and development of inclusive pedagogical practices mediated by digital technologies within the scope of inclusive education.