Desafios e perspectivas na formação continuada de professores em tecnologia assistiva: revisão sistemática de literatura

Abstract

This article presents a Systematic Literature Review (RSL) that aims to identify challenges and perspectives in the training of teachers, in the initial years of Elementary School, in Assistive Technology. For this purpose, the PICOC strategy was used and the formulation of three research questions related to the RSL context.  The RSL was based on the protocol proposed by Kitchenham and the PRISMA methodology, more specifically in Brazil, in the last five years with the observation of inclusion and exclusion criteria. 66 articles found in the following databases were analyzed: SciELO, Periódico da Capes, and RENOTE. The results point to the relevance of assistive technology to promote inclusion and improve the learning of students with different types of disabilities, as it is an effective tool in supporting communication, cognitive development and accessibility to school content. However, the fact stands out that the effective application of these technologies faces important challenges, because, although it can significantly improve student participation and performance, there is still a considerable gap in teacher training and training.

Keywords: Continuing training. Literacy. Early Years of Elementary School. PRISMA protocol.