INCLUSIVE EDUCATIONAL ARCHITECTURES: ASSISTIVE TECHNOLOGIES IN EDUCATIONAL SPACES FOR PEOPLE WITH DISABILITIES

Abstract

ABSTRACT: New digital technologies foster continuous changes in education. The reflection of innovation is also perceived in assistive technologies. Therefore, our objective was to understand how pedagogical architecture, as structuring supports meaningful learning, can foster more inclusive learning spaces. The methodology used was an integrative review of publications related to the keyword "pedagogical architectures" (and its English equivalent, "pedagogical architectures"), from 1993 to 2023, in seven scientific databases (BNTD, Scopus, Web of Science, Google Scholar, Science.gov, Scielo, and CAPES), analyzing 182 publications that reference long-term impairments of a physical, mental, intellectual, or sensory nature. As a result, we outlined the historical evolution of the term "pedagogical architectures" and the possibilities for its further exploration in breaking down barriers to inclusive education. The results reveal a significant scientific gap, indicating that less than 10% of academic publications address the topic in relation to disability. We conclude that by creating a concept of Inclusive Pedagogical Architectures, as learning supports that interact with users' assistive technologies, we will promote learning through accessibility. We also intend to shed light on assistive technologies and their applications in education, opening space for new studies that indicate strategies to overcome ableism, understood here as prejudice based on disability, especially in higher education in Brazil.