Tecnologia assistiva e inclusão na educação precoce: realidade, contribuições e desafios

Abstract

The present study approaches Assistive Technology (AT) in Early Education, from an Inclusion perspective, in institutions that provide Early Education or Stimulation in the municipalities of Goiás in the Southern Surroundings of the Federal District: Luziânia, Valparaíso de Goiás and Cristalina, in the year 2023 The theme is justified due to the importance of using Assistive Technology resources in the school context from Early Education with a view to Inclusion and the development of students. Thus, the guiding problem was the following: “How is Assistive Technology, in an inclusive perspective, present and how is it used in Early Education in Goiás municipalities in the Southern Surroundings of the Federal District?”, having as general objective, to investigate, at levels methodological and technical, in an inclusive perspective, how Assistive Technology is present and how it is used in Early Education in Goiás municipalities in the Southern Surroundings of the Federal District; primarily, a study from the municipalities of Cristalina, Luziânia and Valparaíso de Goiás. Therefore, the specific objectives were structured as follows: to make a reflective, theoretical approach, based on the concepts of Assistive Technology, Early Education and Inclusion; survey the history and functioning of participating schools or centers; investigate which and how Assistive Technology resources are being used in Early Education; reflect on the main contributions of Assistive Technology resources as facilitators of Inclusion in Early Education; identify the main challenges faced by teachers regarding the use of Assistive Technology; and, to analyze, from the theoretical approach, the data observed and collected in the research field. As for the methodological procedures, it will have a qualitative, descriptive and analytical approach, will have field, bibliographic and documentary research. As a data collection instrument, the mixed questionnaire will be used, which will be applied to professionals who assist children in Early Education. Authors such as Bersch and Sartoretto (2022), Galvão Filho (2013), Fazenda (2013), Bee and Boyd (2011), Vygotsky (1991), Mendes (2010), Mantoan (2015), among others, were used for the theoretical basis. The results indicate that the use of Assistive Technology resources in the researched institutions still occurs in a discreet way, due to the imprecise conceptualization of AT and the difficulties in accessing resources by professionals and family members. However, despite using few resources, the professionals demonstrated a lot of confidence and commitment in using them in the context of Early Education, aiming at the overall development, autonomy and independence of each child with a view to school and social inclusion.