Práticas pedagógicas mediadas pela tecnologia assistiva para estudantes com transtorno do espectro autista: um estudo na zona rural de Iranduba-AM

Abstract

This 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.