Tecnologia assistiva: Concepções de professores e as problematizações Geradas pela imprecisão conceitual

Abstract

The incipience of the concept Assistive Technology adopted in Brazil has allowed diverse interpretations on what belongs or not to this area of knowledge. During a master’s degree research aimed at understanding the conceptions and practices of Special Education service teachers on Assistive Technology, it was verified that, among other results, there were inaccuracies in relation to the concept. Therefore, this article aims to understand and analyze the conceptions of Assistive Technology by Special Education service teachers, in addition to discussing the problematizations caused by the incipience of the concept. The study used collaborative research, which tries to bring together academic knowledge and teaching practice, generating scientific production and teacher training. This research included: Special Education services teachers from multifunctional resource classrooms and Special Education service centers. Data collection was carried out through semi-structured collective interviews, and the results were organized and categorized for analysis. The results showed that, through collaborative research, it was possible to promote basic training for teachers, and, through this consequent empowerment, the interest in reflexive processes was observed, and caused them to discuss and problematize questions related to the incipience of the concept of Assistive Technology adopted in Brazil.