Contribuições e limitações das tecnologias digitais aplicadas ao contexto educacional de estudantes com Transtorno do Espectro Autista (TEA)

Abstract

Digital technologies have played a significant role in promoting more inclusive educational practices, expanding the possibilities for teaching, learning, and participation for students with Autism Spectrum Disorder. In this context, it is important to understand how scientific literature has addressed the contributions and challenges associated with using these resources in the school environment. This study aimed to analyze the contributions and limitations of digital technologies applied to the educational context of students with Autism Spectrum Disorder through an integrative literature review. The research is exploratory, descriptive, and qualitative in nature, conducted via searches in the Scientific Electronic Library Online, Google Scholar, the Brazilian Digital Library of Theses and Dissertations, and the CAPES Journal Portal, with studies selected according to pre-established criteria. The results revealed a predominance of research involving assistive technologies, educational apps, digital games, virtual reality, augmented reality, and artificial intelligence. Evidence pointed to contributions regarding the strengthening of learning and the development of communication, social interaction, and autonomy, as well as the facilitation of inclusive pedagogical practices and educational support. Conversely, challenges were identified regarding teacher training, technological infrastructure, the adaptation of resources to students' needs, and the methodological limitations of the analyzed studies. The study concludes that digital technologies constitute important resources for inclusive education, provided their use is aligned with pedagogical planning, the training of education professionals, and the institutional conditions necessary for their effective implementation.