Tecnologia Assistiva nos Documentos de Orientação Técnica e Normativa do Governo Federal (2008-2015)

• Main Author: Eliane Blanco, Nesdete Mesquita Corrêa
• Format: Article
• Language: Portuguese
• Published: Universidade Federal de Mato Grosso do Sul, Campus de Naviraí 2018-07-01
• Series: Perspectivas em Diálogo: Revista de Educação e Sociedade
• Subjects: Assistive tecnology. Inclusive education. Specialized educational service.
• Online Access: http://seer.ufms.br/index.php/persdia/article/view/5133/4665
• ISSN: 2358-1840; 2358-1840

This work aimed to show how the Assistive Technology (TA) has been indicated in the documents of technical and normative guidance published by the Ministry of Education (MEC), through the site of the Department of Lifelong Education, Literacy, Diversity and Inclusion (Secadi) and the portal of Technical Assistance, besides the Ministry of Human Rights, through the Secretariat for Human Rights of the Presidency of the Republic (SDH), in the period 2008-2015, for the provision of the Specialized Educational Service (AEE) and for teacher education. It is a documentary study, which involved a survey and a systematized review of official documents of the federal government published on the websites of the respective agencies and portals indicated and in the period in question. The results showed that, in recent years, there has been considerable progress in the formulation and implementation of public policies that aim at the inclusive education, with emphasis on the use of TA, in order to enhance the functional abilities of students who need it. The need for investment in initial and continuing education of teachers for this purpose was also evident in the study, as well as the importance of the development of research to outline the needs of students and demands for the use of TA in the Brazilian educational context. It was concluded that the documents of technical and normative guidance mapped in this study reiterate what indicate some research already developed on the topic about contribution of TA to the inclusive education and education of students who require AEE.