Dissertação - PROFEI
URI permanente para esta coleçãohttps://ri.ifam.edu.br/handle/ifam/1820
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Thesis Práticas pedagógicas mediadas pela tecnologia assistiva para estudantes com transtorno do espectro autista: um estudo na zona rural de Iranduba-AM(Instituto Federal de Educação, Ciência e Tecnologia do Amazonas, 2026-03-06) Freitas Júnior, Manoel TavaresThis study is situated within the debates on inclusive pedagogical practices in rural schools in the Amazon region, addressing the barriers and possibilities for the schooling of students with Autism Spectrum Disorder (ASD). The choice of this theme is justified by the scarcity of specialized pedagogical support in Amazonian rural schools. The motivation arises from the need to investigate how low-cost assistive technologies can break the 'double invisibility' of students with ASD in the countryside, where the lack of connectivity and infrastructure limits the application of traditional digital resources. The research aimed to investigate how Assistive Technology (AT) can contribute to the development of inclusive pedagogical practices in a rural school in Iranduba, Amazonas, considering limitations related to infrastructure and teacher training. Methodologically, this is a qualitative action-research study conducted with five lower secondary school teachers (Ensino Fundamental II) from Escola Municipal Bom Jesus. Data production instruments included questionnaires, open-ended interviews to deepen teachers’ perspectives, and participant observation. The data were analyzed through Content Analysis. The results showed that, beyond precarious infrastructure and low connectivity, there is a latent sense of institutional neglect in teachers’ narratives. However, the study also revealed that the use of low-cost assistive technologies and multimodal resources, when applied with pedagogical intentionality, significantly enhances the engagement and learning of students with ASD, overcoming the barrier of limited digital resources. In response to the demands identified in the interviews, the educational resource “Multimodal Guide to Adapted Pedagogical Resources” was developed for teachers of students with Autism Spectrum Disorder, specifically designed for rural contexts. It is concluded that the use of non-digital assistive technologies, combined with the appreciation of local knowledge and in-service teacher education, constitutes an effective strategy to promote the meaningful inclusion of students with ASD in rural schools in Iranduba.Thesis Tecnologia assistiva na educação ambiental para alunos do ensino médio com TEA: uma abordagem na perspectiva inclusiva(Instituto Federal de Educação, Ciência e Tecnologia do Amazonas, 2026-03-20) Nobre, Suzely da SilvaThe present research was developed within the scope of the Graduate Program in Inclusive Education (PROFEI) of the Federal Institute of Education, Science andTechnology of Amazonas (IFAM), inserted in the Research Line of Technological Innovation and Assistive Technology. The study addressed the intersection between Environmental Education (EE) and Inclusive Education, investigating the challenge of engaging High School students with Autism Spectrum Disorder (ASD) in sustainability themes, starting from the finding of a scarcity of accessible digital pedagogical resources for this audience. The general objective was to develop and evaluate an educational digital game, conceived as Assistive Technology (AT), aiming to promote the learning and participation of students with ASD. Methodologically, qualitative action research was adopted, structured in the phases of planning, action, observation, and reflection. The procedures involved the development of the game "Guardiões TEAmazônicos" on the Scratch platform, grounded in Universal Design for Learning (UDL) and an iterative design informed by interviews with guardians and cycles of evaluation of student interaction. The data were submitted to Content Analysis. The results evidenced that the game acted as a disruptive resource, allowing the overcoming of "mechanical copying" and favoring sensory regulation through a controlled environment. It was observed not only the appropriation of environmental concepts contextualized in the Amazonian reality but also a significant social gain, in which the participating students assumed protagonism and interacted with their peers. It is concluded that the educational product was validated as a successful AT, demonstrating the viability of using personalized digital games as a strategy to foster inclusion, autonomy, and environmental citizenship in High School.Thesis Tecnologias assistivas: desafios e estratégias de implementação em uma escola do Amazonas(Instituto Federal de Educação, Ciência e Tecnologia do Amazonas, 2026-03-04) Souza, Raquel de OliveiraThis research analyzes the challenges and strategies related to the implementation of Assistive Technology in a public school located in the municipality of Careiro, in the interior of Amazonas, focusing on the pedagogical practices developed in the Multifunctional Resource Room. It starts from the recognition that, although the school inclusion of students who are the target audience of Special Education is legally guaranteed, its effectiveness still faces obstacles, especially in contexts marked by structural, territorial, and formative inequalities, such as the Amazon region. The study aimed to understand how Assistive Technology is being incorporated into the pedagogical practices of the Multifunctional Resource Rooms, considering teachers' perceptions, institutional conditions, and public policies that affect this process. Methodologically, the research adopted a qualitative approach, of an exploratory and descriptive nature, configuring itself as a case study. Data production was carried out through questionnaires and semi-structured interviews with teachers from Specialized Educational Services, regular classroom teachers, a pedagogue, a school administrator, and a support professional, in addition to document analysis and records from the school context. The data were subjected to content analysis, a technique widely used in the interpretation of qualitative data. The results showed that the use of Assistive Technology in Specialized Resource Rooms is affected by weaknesses in the continuing education of teachers, infrastructure limitations, and a gap between legal regulations and the practices actually implemented in the school. At the same time, they reveal pedagogical strategies built in the daily school routine, marked by teacher creativity and the search for inclusive alternatives in the face of adverse conditions. The research contributed to broadening discussions on teacher training, Assistive Technology, and Inclusive Education in Amazonian contexts, highlighting structural limitations, training challenges, and pedagogical strategies present in Specialized Educational Services.