Plataformas de aprendizagem do stado de São Paulo: percepção dos professores sobre o uso com estudantes com deficiência

Abstract

The integration of digital learning platforms has become a central pillar of contemporary educational policies, bringing opportunities and complex challenges for the inclusion of students with disabilities. This dissertation aimed to analyze the perceptions and formative demands of teachers regarding the use of digital platforms in their pedagogical practices with Special Education students. Specific objectives included: (a) identifying the platforms used; (b) evaluating teacher perceptions regarding accessibility and usability; and (c) identifying demands for continuing education. The research, qualitative and exploratory in nature, was conducted at a state public school in the interior of São Paulo, with the participation of 11 high school specialist teachers. Data collection occurred through structured interviews, and the data were subjected to content analysis. The results revealed that the platforms used, such as Khan Academy, Matific, Alura, Redação SP, Leia SP, and Speak, are implemented vertically, prioritizing institutional metrics over pedagogical autonomy. A lack of native accessibility features based on Universal Design for Learning (UDL) was found, generating sensory and cognitive barriers that result in exclusion or anxiety crises for teachers in meeting the metrics implemented by the state secretariat of education. It was also observed that technology, as currently implemented, imposes a severe workload on teachers, requiring them to constantly adapt rigid systems. Regarding formative demands, the data revealed a significant gap between the technical training offered and the real need for inclusive digital literacy. It is concluded that digital inclusion in the state network does not depend solely on the efficiency of the platforms, but rather on the teacher's pedagogical mediation, who often needs to circumvent technological flaws to guarantee the right to learning. Finally, the study provides a foundation for formulating continuing education proposals and improving public policies aimed at educational equity.