Design para todos e educação inclusiva

Abstract

In Brazil, law guarantees access to education.Thus, education professionals seek to use dierent materials and technologies to enable their students, regardless of their abilities and needs, to be inserted into the school environment.In this way, technologies are increasingly used as mediators of the teaching and learning process.However, not all technologies promote inclusive education.In this scenario, Tangible User Interfaces stand out, allowing the user to interact with physical objects to carry out their activities, promoting a sensorial engagement of their users.Tangible Interfaces can promote greater accessibility, being a powerful tool to promote inclusion in the school environment.However, many of the works seen in the literature are aimed at a very specic target audience, making it dicult to use these technologies in the classroom, considering that each student has specic needs.Another factor that should be considered is the ability of the teacher to use the technology.In our research, we work with the hypothesis that the use of participatory design techniques, involving inclusive education professionals during all phases of the project, can help the creation of technologies aimed at inclusive education.We developed a series of workshops using dierent techniques to introduce teachers to the process of collaborative construction and observed how they inuence the creation process.We believe that participatory practices have contributed to participants' use of their knowledge and expertise to support the creation of a technological resource that ts their classroom needs, as well as providing greater insight into the use of technology within their work environment. Lista de Figuras2.1