Tecnologia assistiva e prática pedagógica de John Dewey: uma abordagem integrada para a mobilidade de pessoas com deficiência visual

Abstract

This research aimed to investigate and develop a pedagogical proposal that integrates John Dewey’s educational principles with the use of assistive technology based on educational robotics, with an emphasis on the construction and application of a sensory glove designed to support the mobility of individuals with visual impairments. The study is organized into different stages. It begins with an analysis of Dewey’s educational practice, highlighting experiential, active, and democratic learning. It then discusses the concept and importance of assistive technology, exploring its applications for individuals with visual impairments. Subsequently, it presents the physics concepts relevant to the integration of robotics and assistive technology, such as mechanics and acoustics. In the experimental phase, the development of an educational kit and, in particular, the sensory glove is described, detailing its design and operating principles. The study was conducted with a class from IEMA Pleno de Santa Inês (MA), involving 29 high school students in weekly activities. Data were collected through questionnaires and document analysis, enabling the evaluation of both the construction process and the pedagogical impacts of the proposal. The results showed that the use of educational robotics, combined with assistive technology, not only enhanced students’ understanding of physics concepts but also promoted inclusion, peer collaboration, and student engagement in meaningful learning situations. It is concluded that the integration of Dewey’s educational principles, educational robotics, and assistive technology constitutes a promising alternative for Physics teaching by articulating science, technology, and inclusion.