Conhecimento tecnológico na formação docente em licenciaturas em educação especial: análise curricular da integração de tecnologias digitais

Abstract

This dissertation addresses technological knowledge in the initial teacher education of undergraduate programs in Special Education in Brazil, focusing on the curricular integration of digital, educational, assistive, and contemporary technologies. The general objective is to analyze the presence of these contents in the Pedagogical Course Projects (PPCs) in order to understand their contribution to the development of technological competencies aimed at inclusive pedagogical practices. The study argues that the intentional, critical, and structured incorporation of technological content into PPCs is a fundamental condition for ensuring teacher education capable of articulating technological knowledge with the demands of the digital society and the principles of inclusive education. The research is grounded in critical and post-critical curriculum theories, as well as in the Technological Pedagogical Content Knowledge (TPACK) framework and the European Framework for the Digital Competence of Educators (DigCompEdu), in addition to theoretical contributions from Special Education and inclusive schooling studies. A documentary methodology was adopted, combining qualitative and quantitative approaches, centered on the analysis of PPCs from on-site undergraduate programs in Special Education. The corpus consisted of current Pedagogical Course Projects identified through official databases and institutional repositories, encompassing 22 programs analyzed quantitatively and 7 PPCs examined qualitatively in depth. Python scripts were developed for text extraction and organization of the documents, followed by categorization procedures and analytical validation conducted by the researcher. The findings reveal that although digital and assistive technologies are mentioned in the curricula, their presence is predominantly descriptive and fragmented, with low formative density and limited articulation with pedagogical and epistemological foundations. Significant variation was also observed among institutions regarding the depth and intentionality of technological integration. The study concludes that the incorporation of technologies into the analyzed curricula still requires greater systematization, theoretical coherence, and transversal integration to strengthen teacher education in response to the contemporary demands of Special Education.