In recent decades, Brazilian public policies and educational legislation, in accordance with international declarations, have established education as a fundamental right, in particular, ensuring that students who are the target audience for special education have access to, remain in, participate in, and learn in regular classes. Considering the inclusive paradigm in this context, this research aimed to analyze how the inclusion of students with ASD enrolled in the 6th grade of Elementary School in a state public school in the city of Sinop, Mato Grosso, occurs, based on the narratives and practices of teachers. The study was guided by a qualitative approach, in the form of a case study. To this end, data collection was carried out through non-participant observations in two 6th grade classes in which there are students with ASD enrolled, in addition to semi-structured interviews with eight teachers who teach in these classes. The data were analyzed using the content analysis method described by Bardin (1997), supported by the theoretical framework on inclusive education, ASD, and teacher training. The results of the research indicate that teachers recognize the importance of inclusive education and contribute to the inclusion processes of students with ASD according to their perceptions and the conditions offered by the school. They point out challenges, mainly related to effective strategies for working with autistic students who do not follow the learning flow expected for the class, and that continued training based on reality would help to overcome such challenges. It was also found that the work of the pedagogical support teacher, together with the teacher in the regular classroom, contributes to the development of more effective teaching practices for the schooling and inclusion process of students with ASD, considering the possibility of pedagogical actions being more individualized. The educational resource resulting from this study consists of a pedagogical notebook with suggestions for adapted activities, so that teachers in the final years of Elementary School can use it as a reference when developing activities for their students who are in the process of learning to read and write.
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Attention Deficit Hyperactivity Disorder is a problem that affects thousands of people, from childhood and can extend into adulthood. Students diagnosed with ADHD in the seventh year have reading and interpretation difficulties, as the agitation and restlessness caused by the disorder interfere with their learning process. In this sense, the research seeks to investigate the use of Mobile Applications to improve the learning of students with ADHD in Portuguese language classes: a case study with 7th grade students in SINOP – MT. It is believed that the use of Mobile Applications is significant in improving the learning of students with ADHD in Portuguese Language classes, as Assistive Technologies present a difference in relation to printed material and can contribute to the reading and interpretation process, since which has attractive features that differentiate itself from other materials and allows activities to be carried out in a more autonomous, interactive way. The methodology adopted will be qualitative research, a case study with action research characteristics through participant observation and recording in a field notebook. In view of the analysis and results, we developed an Educational Product, in the format of a Short Course to be carried out with Portuguese Language teachers working in the school unit where the research was carried out, with the aim of contributing to continued training in order to deepen knowledge about the use of Applications Furniture to improve the learning of students with ADHD in Portuguese language classes

In recent years, bilingual education has become a priority in Brazilian educational policies, with special emphasis on teacher training to serve students with specific needs, such as deaf students. The challenge of ensuring bilingual education for these students highlights the essential role of teachers, who need to be prepared to deal with the specificities of teaching Libras and the curricular adaptation necessary for teaching. The present study aims to analyze the training of teachers for bilingual teaching and the adoption of inclusive pedagogical practices, taking into account the challenges of school inclusion for deaf students in the final years of Elementary School. The specific objectives are: to analyze the inclusive practices of teachers, propose training activities for 9th grade teachers and organize a guidance notebook with inclusive activities external to deaf students. For the theoretical basis, among the authors used, we highlight: Paulo Freire (1987, 1979, 1996), Saviani (2009), Gatti (2010), Lüdke (2012), references in Brazilian education and teacher training in Brazil; Vilhalva (2004), Quadros and Schmiedt (2006), Lacerda; Albres; Drago (2013), Lacerda, Santos and Caetano (2021), experts in deaf education, Nascimento (2021), which brings the Curricular Proposal for Teaching Written Portuguese as a Second Language for Deaf Students in Basic Education and Higher Education, Stumpf and Linhares (2021), collaborate with References for teaching Brazilian Sign Language as a first language in Bilingual Education for the Deaf: Early Childhood Education to Higher Education, in addition to legislation that regulates bilingual education for the deaf. From a qualitative approach, we used participatory research, since the researcher is inserted in the researched environment and carried out the pedagogical interventions. The participants in the interventional action research were 9th grade teachers, who worked with the deaf student. Data collection took place through semi-structured interviews and questionnaires, and workshop work to train teachers in Libras studies, at a basic level, and knowledge about inclusion. The data obtained reveals that, although inclusion has progressed in terms of policies, many teachers still face difficulties in adapting their teaching methodologies. The research considerations show that interventions with inclusive pedagogical practices contribute to the process of developing teaching with deaf students, but highlight the need for continuous investments in teacher training. The results point to the need to improve continuing education policies, with a greater focus on training for bilingual teaching, as there is a significant gap in technical support and material offered to teachers, showing that, to guarantee quality bilingual education for deaf students, it is necessary to promote continuous and collaborative training, with access to specific pedagogical resources and specialized support. The study reinforces that, to guarantee quality bilingual education, it is essential to provide permanent training, access to specific teaching resources and specialized technical support. In this way, the right of deaf students to learn in their first language, Libras, is guaranteed, strengthening their participation in the school environment.

This research sought to analyze how the continued training offered to basic education teachers has contributed to the instrumentalization of their pedagogical practices in an inclusive educational context, as well as whether the knowledge acquired through these trainings has in fact contributed to the learning of students with IDD. Autism Spectrum (ASD). Will it be investigated what are the main difficulties or challenges encountered by teachers in applying the knowledge, techniques and resources learned during continuing education in an inclusive education context, to students with ASD, in the classroom? Has continued training offered teachers specific knowledge so that they can deal with the needs and specificities of these students? The research had a qualitative approach and included semi-structured interviews with teachers from Early Childhood Education and the initial years of Elementary School in the public education network of Vilhena-RO. To support this study, we chose to read authors such as Nóvoa (1991), Garcia (1999), Gatti (2009) and Mantoan (2015), among others. As a result, it was proposed to hold workshops for teachers focused on working with students with ASD and the construction of a practical guide to assist them in preparing the Individualized Teaching Plan (IEP) for working with these students in the classroom.

The present study investigated the contribution of Maslow's Pyramid, specifically focusing on the base of the pyramid, and the central role of the family in the learning process of children with Autism Spectrum Disorder (ASD). It also presented the steps involved in creating the Lúmen app, developed to aid in learning routines for children with ASD. Lastly, it identified the perception of teachers in multifunctional resource rooms regarding the use of the Lúmen app in teaching children with Autism Spectrum Disorder (ASD). The research, being descriptive, qualitative, and exploratory in nature, employs a literature review with the main concepts about the constructs researched and two empirical studies using semi-structured interviews. One of the empirical studies was conducted with the mother of an autistic child, in order to collect detailed data about her experiences with her son. And the other, with four teachers working in Multifunctional Resource Rooms (MRR), to identify the educators' perception regarding the use of the Lúmen app in teaching the children. For the creation of the app, the approach was qualitative, participatory design, utilizing the MIT AppInventor 2 platform in the prototyping stage. For the prototype, descriptive audios were also developed for each item presented; these audios were generated using the descriptive texts prepared for the prototype and modulated using the free tool "TTS Maker," which is a free online text-to-speech conversion tool that provides speech synthesis services and supports multiple languages. The results revealed that an integrated educational approach, which combines attention to basic needs according to Maslow, family support, and the use of ICTs, can contribute to achieving a more inclusive and effective learning process, for better social integration and development of children with ASD. Finally, the Lúmen app was presented along with the steps of its creation and the uniformly positive perception of the teachers regarding the potential for improvement in engagement, motivation, and development of daily and social skills of the children, when using the app.

This work is the result of a research carried out during PROFEI – Professional Master's Program in Inclusive Education at the State University of Mato Grosso (UNEMAT), in the biennium from 2023 to 2024, in the research line “Training Practices and Processes of Educators for Inclusive Education”. The study focused on the reflection on Collaborative Work in the care of deaf students in the final years of elementary school, enrolled in mediated classes, in a school in the Federal District. The general objective of the study is to promote collaborative practices through the concepts and foundations of Collaborative Work, through an action research work. In addition, it intends to provide subsidies and information that can guide pedagogical practice in the teaching-learning process, contributing to a more inclusive, equitable and quality education. The research was developed based on an action research methodological approach, characterized by its participatory bias and aimed at promoting social change in the researched environment, in addition to encouraging a reflective social practice. The inclusion of elements of narrative research valued the participants' reports and experiences, revealing subjective and unique aspects of the context investigated. The qualitative approach allowed us to capture the complexity of collaborative practices, using instruments such as direct observation. The study not only mapped out challenges and potentialities of the daily life of the hub school, but also resulted in the development of a concrete product: the construction of an educational resource aimed at supporting the work of professionals in the education of the deaf, especially those who work with students enrolled in the Medium Classes of the Final Years of Elementary School. The results demonstrate the contributions of collaborative work in the context of a hub school for deaf students in the final years of elementary school. The results demonstrate the contributions of Collaborative Work in the context of a hub school for deaf students in the final years of elementary school.

This dissertation, entitled "Life Project: An Analysis from the Perspectives of Students with Disabilities," aims to understand how students with disabilities construct their Life Projects in the school context and how schools contribute to this process. The specific objectives of this research are:
1. To present a historical analysis of the trajectories of people with disabilities; 2.

To address Inclusive Education and the Life Project in High School, highlighting their legal foundations and impacts on the education of students with disabilities; and; 3. To develop an educational product (e-book) to assist teachers, family members, and students with disabilities themselves in creating their Life Projects. The research adopts a qualitative, documentary, and empirical approach, using semi-structured interviews with four students with disabilities and their guardians, as well as the analysis of documents such as the National Common Curricular Base (BNCC), the school's Political-Pedagogical Project (PPP), and legislation focused on inclusive education. The theoretical framework highlights the Life Project as a fundamental instrument for developing students' autonomy, identity, and active participation in society. Envisioned in the BNCC (National Curricular Framework), the Life Project should foster reflections on the future, values, goals, and personal and professional choices. The dissertation is organized into four chapters: the first addresses the historical journey of people with disabilities; the second discusses the Life Project and Inclusion; the third addresses the methodological procedures and the field of research; and the fourth analyzes the data in light of the theoretical framework. The results show that, although students have dreams and aspirations, such as working and pursuing higher education, these projects are often hampered by social, pedagogical, and structural barriers. The absence or weak implementation of the Life Project curricular component in schools, combined with exclusionary and ableist pedagogical practices, compromise the development of student autonomy. The work concludes that the promotion of autonomy and protagonism of students with disabilities depends not only on the existence of inclusive legislation, but on the implementation of pedagogical practices that consider their singularities, foster their Life Projects and break with the welfare logic still present in the school environment.

This master's research, developed within the Professional Master's Program in Inclusive Education (PROFEI), aimed to investigate the effects of a collaborative continuing education program on Universal Design for Learning (UDL) with teachers from the municipal school network of Vila Bela da Santíssima Trindade – MT, through a process grounded in action research methodology. The proposal emerged from the need to foster inclusive pedagogical practices capable of addressing the diversity present in mainstream classrooms. A qualitative approach was adopted, and the study was conducted through action research, in which the researcher—also a teacher at the investigated school—acted as a facilitator in the training of her colleagues. The training sessions were organized around the three core principles of UDL: multiple means of engagement, representation, and action and expression. These sessions included both theoretical and practical moments that encouraged discussion, experience-sharing, and the collective creation of pedagogical strategies. The theoretical framework of the research engaged with authors such as Ana Paula Zerbato, Eniceia Mendes, and Silvio Gallo. From the perspective of the “Minor Education” concept proposed by Gallo, the research acknowledges the knowledge produced in everyday school life and values the protagonism of the subjects involved in the educational practice. The contributions of Zerbato and Mendes reinforce the importance of teacher education focused on understanding differences and accessibility as a pedagogical principle. The results indicate that the collaborative continuing education based on UDL significantly contributed to the redefinition of the participants’ pedagogical practices. There was an expanded understanding of diversity and greater openness to using more inclusive and accessible teaching strategies. It is concluded that formative actions of this nature can foster an inclusive school culture grounded in listening, dialogue, and valuing the experiences that emerge from the daily life of the school.

The present research aimed to analyze the perceptions of teachers who teach in the early years of elementary education regarding mobile applications for literacy. Assistive Technology (AT) is a field of knowledge that seeks to promote inclusion and accessibility for people with disabilities by using resources and devices to enhance or improve their motor, cognitive, or sensory abilities. In the educational field, AT has proven to be a valuable resource, especially for students with Autism Spectrum Disorder (ASD), dyslexia, or other conditions that affect learning. The guiding research question is: How do teachers at Centro Municipal de Ensino Fausto Eugênio Masson, who teach in the early stages of elementary school, perceive and use mobile applications for the literacy of students with Autism Spectrum Disorder? The adopted methodology was qualitative and descriptive research. The study participants were eight teachers, seven from regular education classrooms and one from a Multifunctional Resource Room. The data collection instruments included a semi-structured interview, and data analysis was conducted through thematic axes. The main results indicated that although teachers recognize the importance of rethinking their pedagogical practices to address the diversity of intelligences, there is a lack of resources and institutional support, which hinders the effective implementation of such practices. The educational product developed consists of a didactic guide that presents and instructs on how to use free mobile applications available on Google Play to support the literacy of children with Autism Spectrum Disorder who are in the early years of elementary education. In conclusion, we affirm that questioning pedagogical practices must be a continuous part of the routine for educators dedicated to the literacy of students with ASD.

This study analyzed the use of assistive technologies in teaching reading and writing to visually impaired students, focusing on the pedagogical practices of teachers in the municipal public school system of Sinop, Mato Grosso do Sul. The main objective was to examine the pedagogical mediation of assistive technologies in the school context, in order to understand how these resources contributed to the realization of educational inclusion. The research was conducted through qualitative research, with an applied approach, structured as a case study with characteristics of action research. The methodology included bibliographical research, based on authors such as Gasparetto (2012), Franco (2005), Couto, Martins, and Amato (2024), among others, in addition to document analysis and the administration of an electronic questionnaire to teachers of Specialized Educational Services (AEE) and regular classrooms. The data were systematized and interpreted based on Bardin's (2011) content analysis, allowing us to identify perceptions, difficulties, and potentialities related to the use of assistive technologies. As a result, an educational product focused on teacher training was developed, consisting of practical workshops and digital handouts, to equip teachers with the pedagogical use of resources such as Braille, screen reader software, and expanded materials. It was found that the inclusion of students with visual impairments requires coordination between public policies, continuing education, and accessible resources, with teacher commitment being a fundamental element for the success of inclusive practices.

The present research aimed to study and understand what the collaborative practices developed between the specialist teacher and the common room teacher are and how they work, for the process of school inclusion of students with disabilities. The study was based on the qualitative research method, with a case study approach in a school in the Sinop-MT Municipal Network, with phase I and II classes, in the morning. The research participants were: a specialist teacher who works in the resource room and four teachers from the common room who have children (PAEE) enrolled in the room. The research techniques were: participant observation, document analysis and semi-structured interviews. The documentary analysis takes the regulations implemented in the municipality's special education, in the year 2022, to assign classes to the specialist teacher who will serve in the resource room. In accordance with the proposal of the Professional Master's Degree, the Educational Product was prepared based on the collected data and the Literature review, resulting in a Guidance Guide on collaborative practice, listed through collaborative work, whose objective is to present and conceptualize the proposal of collaborative work, and allow research participants to deepen their knowledge on the topic. In accordance with the bibliography of authors who address the topic, the guide provides brief information regarding the collaborative work proposal, in accordance with Municipal Normative Instruction nº. 002/2022, so that teachers can improve their knowledge and reflect on the proposal. The results indicate that collaborative practices emerge in the context of activities developed together in school spaces, in observations and discussions about students, in monitoring development and learning, in conversations about planning and work strategies. These practices take place in the classroom and extend to other school spaces, such as the playground, teachers' room and principal's office. The data shows that collaboration between teachers contributes to students with disabilities participating and developing the skills they have, which includes not only these students, but also other students in the class. Furthermore, this work will be better if is developed with the presence of the other teacher.

The knowledge of experiences built throughout school life is fundamental for the educator's praxis. Thus, in this study we investigate the relations, processes and movements that qualify the praxis of the educator in the Specialized Educational Service (SES) in the specificity of the mediations that historicity produces in the construction of knowledge of experience. From this construction, our object of research consists of apprehending the knowledge of the experience and the theoretical-practical formations, both initial and continuous, situating these two movements of the teaching work of the teacher in the SEA in the plurality and diversity of students in the SES. For the research, we used, primarily, the Life History, using interview techniques to delve into these mediations. We also used the questionnaire data collection technique to situate the way in which the research subjects are revealed and organized, situating them in the intersection of document analysis. Six teachers who work in public schools in Sinop participated in the interviews. As for the organizing categories of analyses, we are guided by theoretical constructs by Mendes and Vilaronga (2014), Piccolo (2022), Nóvoa (1992), Libâneo (2016), Freire (1996), Marx (1989) and Kuenzer (2002). For the proposal of the educational product, still in the construction phase, we propose a pedagogical guide of the organizing knowledge of the educational praxis of SEA teachers, with the purpose of fostering the places of historicities that act and mediate the educational processes of specialist teachers. We consider that it is essential to reconstruct the knowledge of teaching for inclusive practice in education, valuing the life history of teachers in Specialized Educational Service, considering the stage of exclusionary flexible capitalism under its neoliberal model.

This dissertation aims to analyze how digital technologies as a pedagogical proposal for students with giftedness/high abilities (Gifted/High Ability), within the context of inclusive education, can be used to enrich the learning of these students. The problem question posed was: in what way can digital technologies favor the construction of knowledge for students classified as AH/HD? The descriptive qualitative research took place at the Prof.ª Leni Teresinha Benedetti Municipal Basic Education School in Sinop-MT and involved 30 teachers. The instruments used for data collection were semi-structured interviews, observations of teachers' pedagogical practices and a field diary. The data was analyzed using thematic axes (Rinaldi, 2009). Among other authors, we used Gardner (1989) to understand the theory of Multiple Intelligences, Renzulli (1978) to understand the Triadic Enrichment model, as well as Fleith (2006), Pérez (2004), and Alencar and Fleith (2001), who address the need to identify and attend to high abilities in the Brazilian educational context. The main results revealed a varied and often limited understanding of the concepts of multiple intelligences, high abilities and the contributions of digital technologies for this audience. The responses also indicated an urgent need for continuing and detailed training on these topics, so that teachers can recognize and adequately attend to these students who have such peculiar characteristics. In order to meet these needs, as an educational product we have developed a training guide entitled "Multiple Intelligences and High Abilities/Gifted in Digital Education: concepts, strategies and practices", designed to support educators in implementing inclusive and technological pedagogical practices. It concludes that training is essential to support educators in integrating digital technologies into their teaching practices, ensuring a quality and inclusive education for all students. The data collected indicates that, when used properly, digital technologies can transform the teaching and learning process, creating an inclusive environment that facilitates the development of students with high abilities.

Special and Inclusive Education was and is highlighted at this time, contributing to a service plan for students with disabilities in schools where this group can develop their potential. This dissertation's main objective was to develop an educational product aimed at teaching figures of speech for high school students with autism spectrum disorder (ASD). For this, data collection was carried out through bibliographical research and field research. Therefore, literature on the subject was analyzed, recorded and summarized; The field research took place through the selection of four students with ASD, level 1 support, and one student with level 2 support, all from high school – duly enrolled in the Resource Room of a school in the city of Rondonópolis-MT, in which they were subjected to two diagnostic activities with 10 questions each, the first without the resources of explanatory figures and the second containing figures that helped students to better understand the figurative meaning of the questions. The research had prior authorization from the Ethics Committee of the State University of Mato Grosso, as well as from the parents and/or guardians of the students through the Consent Form. With the survey of the diagnostic results, and after carrying out the analyses, a booklet was created, with the most common figures of speech. This study is part of direct collaborative work with the teacher from the Resource and Multimedia Room (SRM) and aims to help teachers who work in basic education in serving this public who will increasingly be included in the common classroom, corroborating the reach of these skills, enabling better coping with life outside of school. The main results demonstrated that with the use of well-directed resources for the teaching/learning of students with ASD it is possible to obtain better results, thus contributing to the development of the skills of this target audience.

This study is about the literacy and literacy of students diagnosed with autism spectrum disorder (ASD) in the regular classroom using the IntraAct method, established as a municipal public literacy policy, in Alta Floresta/MT. Its main objective is to investigate the contributions of the IntraAct method to the literacy of students diagnosed with ASD attending the 1st year of Elementary School. This dissertation is characterized as a qualitative study, in which the methodological path followed was action research and documentary research. Data collection took place through diagnostic assessment, action plan, formative/summative assessment and document analysis. The action research was carried out at municipal school teacher Benjamin Padoa in the municipality of Alta Floresta Mato Grosso with a student, as well as analyzes of documents from six students enrolled in the first year classes of that school. The theoretical basis focuses on studies by Cagliari (2007), Cagliari (2006) Lemle (2009), Soares (2014), Soares (2020) and Kleiman (2012), Marques, Barbosa, Gomes (2018), Mantoan, Prieto and Arantes (2006), Teixeira, (2016), Volkmar, Wiesner, (2019), Oliveira, Trentine, (2023), Flick (2009), Creswell (2007) Gil (2008), Prodanov, Freitas (2013) and Thiollent (1986). Through analysis, it was found that of the six students with ASD, enrolled in the school's 1st year classes, only the student who participated in the action research achieved a satisfactory level of literacy when subjected to the IntraAct method. The pedagogical product resulting from the study consists of pedagogical games and its application demonstrated its usability, making the learning of students with ASD participating in the action research fun.

This research investigates the impact of using assistive technology on the literacy of children with Autism Spectrum Disorder (ASD), promoting educational practices that integrate assistive technology in teaching these students. The objective is to improve the pedagogical skills of educators and the learning process of students with ASD, through technological resources that promote inclusion and accessibility in the school environment. This research has as its guiding question the following question: How, in a context of continuing education, can the use and development of Assistive Technology resources as complementary materials to the textbook contribute to the literacy process of students with ASD? The methodology adopted is qualitative and exploratory, being a case study with action research characteristics. As an educational product, a training course for teachers was developed, entitled "Assistive Technology in the Literacy of Students with ASD", offered to first and second year elementary school teachers, who work in literacy classes, at the Municipal School of Basic Education Professor Tereza Lobo, in Cuiabá – MT, where the researcher works. This course was validated through practical activities with students with ASD in the literacy process, demonstrating that the educational product helped teachers implement more effective activities for these students' literacy.

The research aimed to investigate the potential of mobile applications as a pedagogical tool for developing the learning of students with non-verbal Autism Spectrum Disorder (ASD). The study analyzed the use of Assistive Technology (AT) in the Multifunctional Resource Room during Early Childhood Education, focusing on serving children with ASD. AT encompasses a set of products, services, techniques and methods that help improve the functional skills of people with disabilities, promoting inclusion and a more autonomous life. ASD is characterized by impairments in social interaction and communication, in addition to restricted and repetitive behaviors, interests and activities, whose manifestations vary according to the development and age of the individual. A comprehensive review of the literature on the use of AT and mobile applications in the education of children with ASD was carried out. This review provided the theoretical basis necessary to understand the current state of pedagogical practices used by teachers of Specialized Educational Services (AEE) in early childhood education, verifying the difficulties and challenges faced by teachers in Teaching-Learning and in the development of communication of children with non-verbal ASD. In this context, the research raised the following question: Can mobile applications be used as technological resources in pedagogical activities in early childhood education and can they assist in the communication and development of learning of non-verbal children with ASD? The methodology adopted was qualitative descriptive, with the participation of five teachers from the Multifunctional Resource Room (SRM) of the AEE in early childhood education. Data were collected through semi-structured interviews and analyzed based on thematic axes. The results indicated that the teachers are knowledgeable about assistive technology, and some use it in their pedagogical practices and integrate mobile technologies in the teaching and communication of these children. The educators realized that mobile applications offer new forms of engagement and interaction adapted to the individual needs of the students. In addition, the teachers participated in the evaluation of the pedagogical notebook, presented in a mini-course of continuing education in the school environment, covering concepts of AT and its application in classes with children with ASD, as well as legislation related to special education. The teachers considered the pedagogical notebook an important tool for adapting pedagogical activities to the needs of students with ASD. The evaluation of the pedagogical notebook also revealed that its use stimulated critical reflection among the teachers, encouraging them to improve their pedagogical practices based on the theories studied. This integration between theory and practice was seen as one of the main strengths of the notebook, facilitating not only the adaptation of content for students with ASD, but also the ongoing training of teachers.

The historical context of Physical Education shows that over time, stronger, more agile, faster and more skilled students were valued more than those who did not have such characteristics. Over the years, Physical Education began to value other characteristics, such as teamwork, socialization, respect for rules and knowledge acquired through thematic units experienced. When we approach Inclusive Physical Education, we still find a series of difficulties in promoting learning environments that benefit everyone, especially in the context that involves the initial and continuing education of teachers. Assistive technology can function as a resource that aims to contribute by complementing or supplementing the needs of the target audience of Special Education, in this case in Physical Education classes. In this sense, the problem question that guided this research was: how do Physical Education teachers in the city of Aripuanã/MT use Assistive Technologies in their classes? Therefore, this study aims to analyze the use of Assistive Technologies in Physical Education classes in the municipal school system in the city of Aripuanã/MT. The methodology used was descriptive qualitative research and the study subjects were eight Physical Education teachers from the city of Aripuanã/MT. Data collection was carried out through questionnaires and interviews, and data analysis was carried out through thematic axes. The main results indicated that Assistive Technology is still little explored within Physical Education. Despite its potential, many Physical Education teachers still face difficulties in using these resources due to lack of training and adequate support. The educational product originating from this research aims to contribute to filling the gap involving the themes presented and discussed in this research, structured to provide teachers with theoretical and practical tools that help them understand the inclusion process and the application of assistive technologies in Physical Education classes, divided into three modules that address fundamental aspects for teacher training. Therefore, it is believed that investments in continuing education and access to specialized and specific materials/equipment are essential so that teachers can learn about and implement effective inclusive strategies.

The present research aimed to analyze if the use of active learning methodologies, using gamification, working interdisciplinary the didactic contents of Portuguese, mathematics and art, is able to positively influence the active participation of students in classes and the inclusion of all students. the students. Thus, the following specific objectives were established: to identify the students' level of motivation through autonomy; identify commitment to collaborative work; to verify if the students, from the gamification strategy, recognize the textual genres, as well as the ability to use them on a daily basis; recognize whether gamification as an active methodology contributes to the teaching-learning process and to the development of socio-emotional skills. Thus, the bibliographic study began on the themes of active methodologies and gamification as an active methodology, supported by Alves (2014), Alves (2018), Eugenio (2020), Kapp (2012), Moran (2018). Therefore, the concept on the subject was defined, highlighting the main elements that are present in gamification, such as: avatars, competition, collaboration, levels, rewards, feedback, among others, which can be used to promote student engagement. in achieving an objective. Still, aiming to develop a product capable of encouraging the interaction and inclusion of all students, regardless of their physical, social or gender characteristics, seeking to make education inclusive, this work is anchored in researchers such as Mendes (2001, 2017), Ferreira (2014), Ribeiro (2019). The research involves the development of a gamified product, having technology as a basis for doing research and producing works, the game being applied in three 5th grade classes at the State School Professor Djalma Guilherme da Silva, located in the municipality of Sinop/MT. Participant research was used as a methodological basis, as there was interaction and involvement of the researcher with the researched, seeking to deeply understand the research subjects. To enable the analysis of the results, the classes were observed during the application of the game, with photographic records, filming and semi-structured interviews. It is concluded that gamification as an active methodology is promising and contributes to the development of the teaching-learning process, of socio-emotional skills, strengthening the bond between students and between students and teachers, contributing to a more inclusive education.

This research had as objective analyzes the children's reception with special educational needs in the Infantile Education in the perspective of the inclusive education, in the municipal district of Sinop-MT. With base in studies referenced in this paper, that talk about the importance of the reception and for the lack of studies in this area, the research looked for to rethink the conceptions and the paradigm of the special education and of the inclusive education in the Infantile Education. By investigation on the reception in the school space, as educational practice that it articulates in the investigation processes in the common teaching, it was looked for to understand that forms and if the teachers are being prepared for such action. For the bibliographical revision it was observed that is done necessary for the studies of this area the understanding of the reception concepts and of inclusive spaces, what took place in this study. This way, it composes the methodology of this study the bibliographical research, the revision of the bibliography, the documental research and the collection of data through questionnaires. With relationship to the investigative method, the rising of the data happened through applied questionnaires to the municipal servers of the maintaining institutions. As part of the proposal of the Professional Master's degree, was elaborated as educational product a Guide of orientations on reception, which was delineated in agreement with the collected data. The Guide is an action proposal for the reception in the schools and it seeks that the teachers have autonomy and direction for the subjects related to the theme of the inclusion. As resulted it was noticed that, in practice, there still is not a municipal politics with intention of a formation of inclusive education involving the theme of the reception in the infantile education. Given the relevance of the theme, the study indicates the need that the reception composes the inclusion actions in the municipal district, to begin for the teachers' continuous formation.

The growing number of students with disabilities in public basic education implies the need for structural changes, since it is not only about including the student in the school environment, but also about ensuring the right to learning for all. The present research aims to contribute to the theme of inclusive education, for this it investigates the historical course of the inclusion process in the municipality of Santarém - PA. The goal was to reflect on the inclusive educational practices developed by SEMED Santarém - PA since since the implementation of Special Education in 1991 in the Municipal Education Network until today. The study was developed through qualitative methodological approaches, with bibliographic review, documentary and legislative studies, and primary data collection through interviews and questionnaires with the coordinator and former coordinators of Special Education in the municipal education network, pedagogical coordinators and managers of local public schools. The systematization of the data was carried out based on the analysis of the materials obtained and registered in the field diary, as well as those produced in the questionnaires, interviews and the reports of the research subjects. The study concluded that it is the duty of the school and the State to provide education for all, for students with disabilities, it needs to be an Inclusive Education, without segregation, for this, the school can make use of Multifunctional Resource Rooms and empower its professionals to deal with this audience. As far as the results are concerned, the analyses allowed us to outline a proposal for an educational product, which is a requirement of the Professional Master's program where this research is being developed. This product aims to help correct the main limitation identified by the research, which is the partial knowledge of the National Policy on Special Education by the municipal education management and the other subjects interviewed.

The need for permanent debates on the subject of continuing teacher education in an inclusive perspective has grown in recent decades, mainly as a result of educational reforms associated with social inclusion processes on a national and international scale, therefore, it becomes even more important. understand the reliability of such debates. Thus, this final conclusion work (TFC) brings reflections on the continuing education of teachers who work with deaf students from an inclusive perspective and whether it significantly makes it possible to minimize excluding pedagogical practices to consolidate, in part, the inclusion of deaf students. . The general objective was to: Analyze the consequences of the proposal for continuing teacher education in inclusive pedagogical practices and in teaching activities in the context of deaf student learning, from the perspective of inclusive education. In order to elucidate the issues that run through this presented problem, the specific objectives aim to: a) Understand the training needs of teachers who work in the care of deaf students, with a view to inclusion in educational contexts; b) Propose and develop a project for continuing teacher education based on attentive listening to the challenges they face in everyday school life when dealing with deaf students; c) Understand the challenges and possibilities encountered by teachers in the development of strategies to assist deaf students in the teaching and learning process. This study is of a qualitative nature and is based on the assumptions of collaborative research, instrumented with observations recorded in a field diary from training meetings and semi-structured interviews. The participants of this research were teachers of the education network in the state of Mato Grosso, working in the common room and specialized educational service. And among these, eight semi-structured interviews were applied to the teachers who participated in the entire investigative course of this research. The data set that formalizes the analysis corpus allows us to observe that one of the main obstacles to the inclusion process is work overload, professional demands that make up the main reasons for absence from training meetings. Continuing education covered knowledge that provided support for teachers to promote improvements in pedagogical practices in the context of learning for students with deafness according to an inclusive perspective. These are teaching strategies through discussion with their peers, development of adapted activities, promotion of deaf culture in the school environment, vision of possibilities and potential for learning of the deaf subject from collective dialogues. The results show that one of the consequences of continuing education was the possibility for the teacher to change his way of seeing the student with deafness, to believe that there are possibilities for learning aimed at their development.

The Brazilian Sign Language (Libras) and Portuguese Language (LP) are structured in different ways, presenting their own linguistic systems. Based on this assertion, it is believed that the learning of writing by the deaf student becomes difficult when the methodologies are based only on practices aimed at the learning of hearing students, whose writing is given by the combination grapheme-phoneme (letter-sound). Thus, this research has as main objective to analyze and describe the teaching of Portuguese as a second language to deaf students, from the perspective of collaborative teaching, between teachers of the Multifunctional Resource Room (SRM) and language teachers in the regular classroom, in a school of the state network of Campo Verde/MT. This study was conducted through a qualitative methodological approach under the dynamics of case study, with the method of data collection being classroom observation, semi-structured interviews, open-ended questionnaires and face-to-face meetings. It was based on the reflections and theoretical discussions of the visual pedagogy of Campello (2008) and the teaching of LP for the deaf in Quadros (2005; 2004; 2006), and Lacerda (2006; 2012, 2013) and Damázio (2007) and, also, in the theories and collaborative practices in Zerbato and Mendes (2018), Vilaronga and Mendes (2014) and Capellini and Zerbato (2019), besides being justified in the legislations that deal with the education of the deaf or people with disabilities and in the "Guidance for the offer of services of special education", of the State Department of Education of the Government of Mato Grosso (SEDUC/SUDE/MT, 2021). As a proposal of the educational product, a pedagogical notebook will be prepared with the purpose of contributing to the specialist teacher, working in the SRM, and the regular classroom teacher. This will consist of didactic-pedagogical guidelines for the teaching of LP as a second language for deaf students, emphasizing the benefits of working in collaboration. As a partial result of this research we observed the absence of a collaborative work between the SRM and common classroom LP teachers and the use of LP teaching methodology for deaf students, based on methods used with hearing students.

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This dissertation focuses on the transition process of children with Autistic Spectrum Disorder (ASD) from kindergarten to the early years of elementary school in the public system of Sinop, Mato Grosso. Thus, we directed our theoretical and methodological constructions to apprehend the inclusive actions promoted by teachers of the common classroom in these stages. To understand this reality, we used the qualitative research approach, focusing on the Case Study. Data were collected through semi-structured interviews and systematic observation. The interviews were conducted with teachers of the Specialized Educational Service (AEE), teachers of the common classroom, and management of early childhood education and elementary school in the public school units of Sinop, totaling eight interviews. Observations were made in the common room and in the AEE of these children and, to deepen the central object of the research, we used document analysis and bibliographic research based on legal and institutional documents that support the AEE of children with ASD. The research covered relevant aspects such as the characteristics of ASD and the process of transition from the first stage of basic education to the early years of elementary school. In the data analysis we address the characterization of the researched institutions, the educational process of children with ASD inserted in early childhood education and elementary school, presenting the conceptions of teachers and managers of the researched units, their notes and wishes when it comes to the public involved in special education, specifically, children with ASD, considering their characteristics and pedagogical relationships. The fundamental theoretical articulation for empirical analysis was based on relating the object of research to the concept of Living Well (ACOSTA, 2016), for which there is a practical-historical signaling of collectivity, that is, the defense of a society by decisions of collaborative practices and respect for human diversity. The educational product presented is in the form of a pedagogical notebook, made available electronically, with the purpose of clarifying doubts about the characteristics of ASD, involving guidelines concerning the collaborative dialogue between the stages of the transition process from early childhood education to the early years of elementary school. As a research result, it was evidenced that the collaborative practices for the transition process imply the construction of educational actions directed under two aspects: the collaborative transition of students with ASD and the relationships based on a pedagogical process as articulation and continuity in and for the schooling of the child with ASD.

The present research aims to analyze how the use of the mobile application “Rotina Divertida” contributes to organizational improvement, autonomy, interaction and communication in the pedagogical process during the performance of school and family activities of the student with Autism Spectrum Disorder (ASD). For the theoretical basis, among the authors used, the following stand out: Galvão Filho (2012), APA (2014), Dorvan and Zucker (2017), Schmidt (2018), Georgen (2018), Riesgo (2018) Dias (2021) and Marques and Malheiro (2021). ASD is considered a neurological development disorder that compromises the individual's language and social interaction, also having as a symptom the development of repetitive behaviors. This disorder is usually noticed in childhood and there is no consensus as to what causes this manifestation. Thus, in this bias, the school environment has a duty to promote a place conducive to the development of social interactions, autonomy, and coexistence for the child with ASD with other children of the same age group, being guided by professionals trained to assist in the apprenticeship. Assistive Technology (AT) is an area of knowledge that aims to promote the functionality of daily activities for people with disabilities, a fundamental and efficient resource, in an inclusive education system. This study was carried out at the Ivaníra Moreira Junglos municipal school in the Municipality of Colíder-MT. Two families’ students by two mothers, two school students with TEA students, enrolled in Elementary School II, school class with 14 years, and teachers who study among the students who study for 15 years. The period of this study took place between the months of February and June 2022, in which students use and encourage the application with their school, family and social activities, with the family as an encourager and active, that students use the application both at home and at school. Through this study it was possible to elaborate a pedagogical booklet aimed at teachers, families and students with ASD, which brings the application Routine Fun as a tool to be explored its features in various contexts, educational, family and social.