Estudo sobre as competências digitais de educadores: criação do quadro de competências digitais para a educação inclusiva (INCLUTEC-EDU)

Abstract

This thesis stemmed from the observation that Brazil lags behind in the formulation and implementation of policies aimed at consolidating inclusive digital education in schools, when compared to other countries that already possess established frameworks for teacher education in this area. This gap becomes more evident when considering the intersection between teachers' digital competencies and the specific demands of inclusive education, a field in which the absence of structured national instruments for assessing the digital competencies of teachers who work with students with disabilities, global developmental disorders, and high abilities was identified. In the international scenario, the Digital Competence Framework for Educators (DigCompEdu), developed by the European Commission, stands out as a consolidated structure comprising six areas and 22 competencies, along with a progression model based on six proficiency levels. Based on this observation, the research question that guided the investigation was formulated, referring to how to develop an online platform for teachers working in inclusive education to self-assess their digital competencies. The overall objective of the research was to develop a digital competency framework capable of analyzing and measuring the digital proficiency of teachers working in Brazilian inclusive education. To this end, the study adopted a mixed-methods approach and relied on Design Science Research (DSR) as its methodological axis, a strategy that guided the iterative construction of the final artifact, named the Digital Competencies Framework for Inclusive Education (INCLUTEC-EDU). The methodological path included problem identification and delimitation, a theoretical and documentary review of the main national and international frameworks, the definition of the instrument's requirements, the construction of the self-assessment questionnaire, and the development of the web platform, followed by the artifact evaluation stages. Validation was conducted through three successive stages, two involving specialists in inclusive education and digital technologies, and a third involving basic education teachers working in inclusive contexts across different regions of the country. The specialists' evaluations yielded mean scores above 4.0 across all criteria and medians ranging from 4.5 to 5.0, with a significant reduction in low scores and an increase in maximum scores between the first and second stages, indicating consistent improvement of the instrument in response to the contributions received. The validation with teachers revealed predominantly positive evaluations, ranging between 4.0 and 5.0, along with comments suggesting potential adjustments in accessibility and navigation elements of the platform. The results demonstrate the conceptual relevance and practical applicability of INCLUTEC-EDU in the contexts analyzed, with potential to support policies and programs for continuing teacher education in digital competencies aimed at inclusive education. In addition to the platform, the research produced a guiding e-book that systematizes the theoretical, methodological, and instrumental foundations for applying the model in different educational contexts.