Programa de Pós-Graduação em Educação Especial
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Master Thesis Formação docente e criação de materiais pedagógicos acessíveis na educação infantil a partir do desenho universal para aprendizagem(Universidade Federal do Rio Grande do Norte, 2025-12-01) Alves, Janiele Maria Pinheiro de Araújo; Silva, Katiene Symone de Brito Pessoa da; https://orcid.org/0000-0002-4707-7086; http://lattes.cnpq.br/2655772002844453; https://orcid.org/0000-0002-1652-295X; http://lattes.cnpq.br/6365519194154117; Martins, Lisiê Marlene da Silveira Melo; http://lattes.cnpq.br/8515147611037605; Costa, Ademarcia Lopes de Oliveira; https://orcid.org/0000-0001-9570-6660; http://lattes.cnpq.br/3389381045338422This dissertation investigates the following research problem: how do Early Childhood Education teachers understand and incorporate the principles of Universal Design for Learning (UDL) into the production of accessible pedagogical materials after participating in continuing professional development? The study is grounded in the recognition that, although there have been advances in inclusive Special Education policies, challenges persist regarding teacher education and the development of pedagogical resources that address the diversity present in Early Childhood Education institutions. The general objective of the study was to analyze how Early Childhood Education teachers understand and incorporate the principles of Universal Design for Learning (UDL), after participating in continuing professional development, in the process of producing accessible pedagogical materials. The research is characterized by a qualitative approach, of an applied nature, with explanatory objectives. The methodological procedures adopted consisted of field research conducted at a Municipal Center for Early Childhood Education (Centro Municipal de Educação Infantil – CMEI) located in Natal, Rio Grande do Norte, Brazil, through the administration of a questionnaire and the implementation of a continuing professional development program conceived as a pedagogical intervention. The study population comprised Early Childhood Education teachers from the CMEI, with a sample of nine participating teachers. The continuing professional development was carried out at the CMEI itself through eight biweekly meetings, each lasting two hours, in which the theoretical foundations of UDL and the stages of designing and producing accessible pedagogical materials were addressed. The training process fostered an understanding of the principles of UDL, with an emphasis on pedagogical flexibility and on multiple means of representation, engagement, and action/expression. The production of materials occurred collaboratively, involving the identification of pedagogical needs, participatory design, and prototyping, resulting in the development of resources such as sensory, tactile, and matching games, adapted materials, and contextualized playful activities. Data analysis from the questionnaires was conducted using content analysis, enabling the identification of categories related to teachers’ conceptions, challenges, and the contributions of the continuing professional development. Data derived from the training process and the production of materials were analyzed qualitatively and interpretatively, considering meeting records, collective discussions, and the pedagogical characteristics of the materials in light of UDL principles. The results demonstrate that continuing professional development grounded in UDL contributes to strengthening inclusive pedagogical practices, expanding possibilities for children’s participation, autonomy, and learning. As an educational product, a guiding manual for the production of accessible pedagogical materials from a UDL perspective, aimed at Early Childhood Education, was developed, constituting a contribution to the investigated context and to other educational institutions.Master Thesis Autoscopia na formação docente: reflexão da prática pedagógica com crianças com autismo na educação infantil(Universidade Federal do Rio Grande do Norte, 2025-12-11) Santos, Larissa Bezerra dos; Araújo, Jacyene Melo de Oliveira; https://orcid.org/0000-0001-8170-7961; http://lattes.cnpq.br/7383148053596046; http://lattes.cnpq.br/5170493652617239; Pedrino, Mariana Cristina; https://orcid.org/0000-0003-0941-4050; http://lattes.cnpq.br/2217597752295003; Gonçalves, Adriana Garcia; https://orcid.org/0000-0002-5725-2001; http://lattes.cnpq.br/3907378784787581; Cenci, Adriane; http://lattes.cnpq.br/9828410515704583; Nunes, Debora Regina de PaulaIn recent years, a significant increase has been observed in the proportion of enrollments of children with Autism Spectrum Disorder (ASD), who are entering basic education at increasingly earlier ages. In this context, merely ensuring the right to enrollment is not sufficient to guarantee inclusive education. One of the main challenges to the effective inclusion of students with ASD is the precariousness of continuing professional development for teachers who work with this population. Studies highlight reflection on one’s own teaching practice as a fundamental factor in teachers’ professional development processes. This reflective stance toward teaching practice leads to the use of autoscopy, which consists of a formative procedure based on the recording and subsequent analysis of one’s own professional practice, allowing individuals to observe themselves in action and critically reflect on their behaviors, decisions, and strategies, thereby fostering processes of awareness and re-signification of practice. The main objective of this research is to investigate how the autoscopic process, when used as a tool in teacher education, supports the pedagogical practice of teachers of children with ASD. The study involved an early childhood education teacher and a child with ASD enrolled in a class at a Municipal Early Childhood Education Center in the city of Natal, Rio Grande do Norte, Brazil. The study was grounded in a qualitative, participatory approach. Autoscopy was organized around four actions of the reflective process: describing, informing, confronting, and reconstructing. The teacher’s verbal accounts obtained through autoscopy constituted the material submitted to Content Analysis. The category considered was formative needs, with the following subcategories: communication, planning, and assessment. The results indicate that autoscopy, when used as a tool in teacher education, provides a space for critical and formative reflection, enabling teachers to recognize limitations and identify alternatives for the implementation of inclusive practices, while also highlighting the importance of continuing professional development within the workplace itself.Master Thesis Pensando o Desenho Universal para Aprendizagem: curso de formação de professores do Ensino Médio das áreas de Ciências da Natureza e Matemática(Universidade Federal do Rio Grande do Norte, 2025-12-11) Silva, Aureliano Gomes da; Cenci, Adriane; http://lattes.cnpq.br/9828410515704583; http://lattes.cnpq.br/1922467739686781; Bastos, Amélia Rota Borges de; http://lattes.cnpq.br/1075436289053313; Kranz, Cláudia Rosana; http://lattes.cnpq.br/9780536669387272; Romani, Elizabeth; http://lattes.cnpq.br/2598480911657526This study is linked to the Graduate Program in Special Education at the Federal University of Rio Grande do Norte and focuses on a public high school located in São Gonçalo do Amarante, RN, Brazil. It highlights Universal Design for Learning (UDL) as a pedagogical approach that can foster school inclusion. The main objective was to analyze how high school Science and Mathematics teachers from this school learned about UDL while participating in an in-service training program. Six teachers were invited to take part in the study. This research is characterized as a pedagogical intervention, involving the planning and implementation of innovations aimed at promoting advances in participants’ learning processes and evaluating the effects of these actions (Damiani, 2012; Engeström, 2011). The intervention consisted of eight formative sessions held between July 9, 2024, and December 3, 2024, followed by a reassessment meeting on May 20, 2025. The sessions took place biweekly during the teachers’ regular planning hours, on Tuesday mornings. Data were collected through audio recordings and photographic records and analyzed using Discursive Textual Analysis (Moraes, 2003). The training sought to promote discussions on UDL and on the participating teachers’ practices, aiming to make them accessible to all students. The course provided opportunities for study, reflection, and the development of pedagogical practices grounded in UDL principles, establishing a meaningful space for teacher professional development. As a product, the research generated a digital training notebook for teachers on Universal Design for Learning as a tool to support all students’ access to the curriculum. The findings indicate the need for continuous, critical, and context-sensitive dialogue with teachers about UDL, in order to strengthen inclusive and accessible pedagogical practices in school settings.Educacional Product Botânica para todos: um guia didático para a aprendizagem colaborativa e inclusiva do Reino Plantae(Universidade Federal do Rio Grande do Norte, 2025-11-27) Fidelis, Angélica Emyly Pereira; Magalhães, Rita de Cássia Barbosa Paiva; 0009-0004-8802-5209El presente estudio se desarrolló en la línea de investigación Procesos de Enseñanza y Aprendizaje desde la perspectiva de la Educación Especial, del Programa de Posgrado en Educación Especial (PPGEEsp) de la Universidad Federal de Rio Grande do Norte (UFRN), y tiene como objetivo general analizar el desarrollo de una secuencia didáctica en las clases de Biología, considerando la presencia de un estudiante con Trastorno del Espectro Autista (TEA). Como objetivos específicos, se propuso: planificar una secuencia didáctica para la enseñanza de la biología la perspectiva de las metodologías activas, en colaboración con los docentes participantes, considerando las necesidades específicas de un estudiante con TEA; elaborar estrategias y recursos para la enseñanza de la biología de forma colaborativa con los docentes participantes; aplicar una secuencia didáctica en un grupo de educación secundaria, considerando las necesidades específicas de un estudiante con TEA en colaboración con los docentes participantes; analizar la participación y el desempeño del estudiante con TEA en el contexto de la aplicación de la secuencia didáctica, en colaboración con los docentes participantes; y discutir la pertinencia de las metodologías activas y colaborativas en el contexto de la educación inclusiva. El enfoque metodológico se configura como una investigación cualitativa, mediante la investigación participante y el estudio de caso, con características propias de la investigación en la práctica docente. Participaron en el estudio un profesor de biología y dos profesoras de educación especial. Para la recolección de datos se utilizaron cuestionarios, entrevistas abiertas y diario de campo. Los datos fueron analizados a partir de los presupuestos teóricos de Bardin, con base en las siguientes categorías: concepción de educación especial de la institución, locus de la investigación; caracterización de los participantes del estudio; la colaboración como hito diferenciador en la planificación pedagógica; oportunidades de aprendizaje para el estudiante con TEA: caminos hacia una enseñanza inclusiva y equitativa; percepción de los docentes acerca de la práctica pedagógica; y desempeño del estudiante en la secuencia didáctica. Como producto técnico-tecnológico se elaboró una guía didáctica con el objetivo de ofrecer una secuencia didáctica de actividades con un paso a paso que permita al docente reaplicarla en el aula, además de modelos visuales de recursos y metodologías que hagan el estudio de las plantas más atractivo y accesible, fomentando la participación activa de todos los estudiantes, incluidos —y especialmente— aquellos con TEA. El estudio reveló que es posible ofrecer acceso al currículo común para todos los estudiantes, considerando las necesidades del alumno con TEA en el contexto del aula, a partir de la organización de la enseñanza mediante metodologías activas, así como del uso de recursos concretos, visuales y manipulables, y de experiencias prácticas en el laboratorio de biología, de manera colaborativa entre la educación especial y la educación común.Master Thesis Sequência didática em contexto inclusivo: construções colaborativas no ensino médio(Universidade Federal do Rio Grande do Norte, 2025-11-27) Fidelis, Angélica Emyly Pereira; Magalhães, Rita de Cássia Barbosa Paiva; http://lattes.cnpq.br/0351736925269307; http://lattes.cnpq.br/1326517330692642; Martins, Lisiê Marlene da Silveira Melo; http://lattes.cnpq.br/8515147611037605; Soares, Márcia Torres Neri; https://orcid.org/0000-0001-5453-7872; http://lattes.cnpq.br/5874293212658066El presente estudio se desarrolló en la línea de investigación Procesos de Enseñanza y Aprendizaje desde la perspectiva de la Educación Especial, del Programa de Posgrado en Educación Especial (PPGEEsp) de la Universidad Federal de Rio Grande do Norte (UFRN), y tiene como objetivo general analizar el desarrollo de una secuencia didáctica en las clases de Biología, considerando la presencia de un estudiante con Trastorno del Espectro Autista (TEA). Como objetivos específicos, se propuso: planificar una secuencia didáctica para la enseñanza de la biología la perspectiva de las metodologías activas, en colaboración con los docentes participantes, considerando las necesidades específicas de un estudiante con TEA; elaborar estrategias y recursos para la enseñanza de la biología de forma colaborativa con los docentes participantes; aplicar una secuencia didáctica en un grupo de educación secundaria, considerando las necesidades específicas de un estudiante con TEA en colaboración con los docentes participantes; analizar la participación y el desempeño del estudiante con TEA en el contexto de la aplicación de la secuencia didáctica, en colaboración con los docentes participantes; y discutir la pertinencia de las metodologías activas y colaborativas en el contexto de la educación inclusiva. El enfoque metodológico se configura como una investigación cualitativa, mediante la investigación participante y el estudio de caso, con características propias de la investigación en la práctica docente. Participaron en el estudio un profesor de biología y dos profesoras de educación especial. Para la recolección de datos se utilizaron cuestionarios, entrevistas abiertas y diario de campo. Los datos fueron analizados a partir de los presupuestos teóricos de Bardin, con base en las siguientes categorías: concepción de educación especial de la institución, locus de la investigación; caracterización de los participantes del estudio; la colaboración como hito diferenciador en la planificación pedagógica; oportunidades de aprendizaje para el estudiante con TEA: caminos hacia una enseñanza inclusiva y equitativa; percepción de los docentes acerca de la práctica pedagógica; y desempeño del estudiante en la secuencia didáctica. Como producto técnico-tecnológico se elaboró una guía didáctica con el objetivo de ofrecer una secuencia didáctica de actividades con un paso a paso que permita al docente reaplicarla en el aula, además de modelos visuales de recursos y metodologías que hagan el estudio de las plantas más atractivo y accesible, fomentando la participación activa de todos los estudiantes, incluidos —y especialmente— aquellos con TEA. El estudio reveló que es posible ofrecer acceso al currículo común para todos los estudiantes, considerando las necesidades del alumno con TEA en el contexto del aula, a partir de la organización de la enseñanza mediante metodologías activas, así como del uso de recursos concretos, visuales y manipulables, y de experiencias prácticas en el laboratorio de biología, de manera colaborativa entre la educación especial y la educación común.Master Thesis O conhecimento de professores da educação infantil sobre tecnologia assistiva(Universidade Federal do Rio Grande do Norte, 2026-05-02) Lima, José Bonifácio de Almeida; Gonçalves, Maria de Jesus; https://orcid.org/0000-0003-2580-485X; http://lattes.cnpq.br/1882493636300348; http://lattes.cnpq.br/5889481838597650; Deliberato, Débora; https://orcid.org/0000-0003-4756-042X; http://lattes.cnpq.br/5154063375333536; Manzini, Eduardo José; http://lattes.cnpq.br/9155295594995876; Araújo, Jacyene Melo de Oliveira; https://orcid.org/0000-0001-8170-7961; http://lattes.cnpq.br/7383148053596046; Silva, Stefhanny Paulimineytrick NascimentoAssistive Technology (AT) constitutes an essential resource for expanding the participation and autonomy of children with disabilities in Early Childhood Education. However, gaps persist in teacher training regarding the appropriate use of these resources, which compromises the implementation of inclusive pedagogical practices. This research aims to outline the knowledge profile of Special Education teachers regarding the use of Assistive Technology in Early Childhood Education. The study is part of an interinstitutional, approved by the Ethics Committee (No. 6.169.452/2023) linked to the course "Training of Special Education Professionals from a Collaborative Perspective" at the Federal University of Rio Grande do Norte (UFRN). The research methodology is descriptive in nature with a quantitative approach. Fifteen teachers who participated in the training and work in Education, with an average age of 41 years and all female, took part in the study. The teachers answered a questionnaire about their level of knowledge on topics of inclusive education and the use of Assistive Technology in Early Childhood Education. The analysis of the data obtained through this scale made it possible to identify patterns of understanding and training gaps, contributing to reflections on the needs for continuing education in the field of Special Education. The results indicated that the Early Childhood Education teachers participating in the collaborative training course showed interest in topics concerning the fundamentals of inclusive education, with emphasis on collaborative work, teaching strategies, and the use of pedagogical resources and Assistive Technology. It was identified that although the participants had a greater affinity with topics related to Autism Spectrum Disorder (ASD), intellectual disability, and physical disability, their scores averaged (3.0), indicating still precarious knowledge. Gaps are also observed regarding the support for students with visual impairments, multiple disabilities, and high abilities/giftedness. Furthermore, participants showed familiarity with low-tech resources, but less knowledge about devices such as the slate and stylus (reglete) and wooden writing boards. In summary, the data indicate progress in recognizing the importance of inclusion, but also highlight the need for continuing education and institutional support to implement inclusive practices. he educational product developed based on the research findings is a guide offering pedagogical recommendations, aimed at assisting early childhood educators in the selection, adaptation, and use of classroom resources.Master Thesis Projeto de vida para o estudante com deficiência no ensino médio: um elemento para a formação e planejamento docente(Universidade Federal do Rio Grande do Norte, 2025-11-27) Araújo, Clarissa Janaina Maciel de; Martins, Lisiê Marlene da Silveira Melo; http://lattes.cnpq.br/8515147611037605; http://lattes.cnpq.br/2337512826488238; Silva, Katiene Symone de Brito Pessoa da; https://orcid.org/0000-0002-4707-7086; http://lattes.cnpq.br/2655772002844453; Fonseca, Géssica Fabiely; http://lattes.cnpq.br/2836927327702138; Silva, Luzia Guacira dos Santos; http://lattes.cnpq.br/1032425601643160Based on the challenges present in the school context regarding the enrollment and permanence of students who are the target audience of Special Education, as well as the proposed restructuring of Brazilian Upper Secondary Education, this study analyzes the didactic and pedagogical guidelines for building the curricular component Projeto de Vida in relation to students with disabilities in a state school in Rio Grande do Norte, Brazil. To achieve this goal, we conducted a qualitative, descriptive, and exploratory study using documentary research, observation, and investigation tools. The thematic analysis highlighted the central themes emerging from participants’ statements, collected through semistructured interviews. The theoretical framework draws on legal discussions about the right to equal education (Brazil, 1988), the Brazilian Law for the Inclusion of Persons with Disabilities (Brazil, 2015), and the curricular restructuring of Upper Secondary Education (Brazil, 2018). Contributions from historical-cultural psychology (Vygotsky, 1989) and concepts of educational inclusion (Mantoan, 2003; Martins, 2008) were also incorporated. Observations and interviews revealed difficulties and gaps in pedagogical practices related to planning and implementing the Projeto de Vida curricular component for students with disabilities in regular classrooms. Consequently, this study proposes a product: a formative guide containing directives for teacher training and planning aimed at constructing the Projeto de Vida for students with disabilities. After validation, this product is intended to be presented to the school community of the participating institution, other state schools, and national educational forums for the dissemination of this Technological Technical Product (PTT). The guide aims to contribute meaningfully to students by enabling collective construction among peers and teachers, and by expanding students’ future possibilities beyond Upper Secondary Education, including access to higher education, entry into the job market, and participation in broader social spaces where they can act as protagonists.Master Thesis Sequência didática em contexto inclusivo: construções colaborativas no ensino médio(Universidade Federal do Rio Grande do Norte, 2025-11-27) Fidelis, Angélica Emyly Pereira; Magalhães, Rita de Cássia Barbosa Paiva; http://lattes.cnpq.br/0351736925269307; http://lattes.cnpq.br/1326517330692642; Martins, Lisiê Marlene da Silveira Melo; http://lattes.cnpq.br/8515147611037605; Soares, Márcia Torres Neri; https://orcid.org/0000-0001-5453-7872; http://lattes.cnpq.br/5874293212658066El presente estudio se desarrolló en la línea de investigación Procesos de Enseñanza y Aprendizaje desde la perspectiva de la Educación Especial, del Programa de Posgrado en Educación Especial (PPGEEsp) de la Universidad Federal de Rio Grande do Norte (UFRN), y tiene como objetivo general analizar el desarrollo de una secuencia didáctica en las clases de Biología, considerando la presencia de un estudiante con Trastorno del Espectro Autista (TEA). Como objetivos específicos, se propuso: planificar una secuencia didáctica para la enseñanza de la biología la perspectiva de las metodologías activas, en colaboración con los docentes participantes, considerando las necesidades específicas de un estudiante con TEA; elaborar estrategias y recursos para la enseñanza de la biología de forma colaborativa con los docentes participantes; aplicar una secuencia didáctica en un grupo de educación secundaria, considerando las necesidades específicas de un estudiante con TEA en colaboración con los docentes participantes; analizar la participación y el desempeño del estudiante con TEA en el contexto de la aplicación de la secuencia didáctica, en colaboración con los docentes participantes; y discutir la pertinencia de las metodologías activas y colaborativas en el contexto de la educación inclusiva. El enfoque metodológico se configura como una investigación cualitativa, mediante la investigación participante y el estudio de caso, con características propias de la investigación en la práctica docente. Participaron en el estudio un profesor de biología y dos profesoras de educación especial. Para la recolección de datos se utilizaron cuestionarios, entrevistas abiertas y diario de campo. Los datos fueron analizados a partir de los presupuestos teóricos de Bardin, con base en las siguientes categorías: concepción de educación especial de la institución, locus de la investigación; caracterización de los participantes del estudio; la colaboración como hito diferenciador en la planificación pedagógica; oportunidades de aprendizaje para el estudiante con TEA: caminos hacia una enseñanza inclusiva y equitativa; percepción de los docentes acerca de la práctica pedagógica; y desempeño del estudiante en la secuencia didáctica. Como producto técnico-tecnológico se elaboró una guía didáctica con el objetivo de ofrecer una secuencia didáctica de actividades con un paso a paso que permita al docente reaplicarla en el aula, además de modelos visuales de recursos y metodologías que hagan el estudio de las plantas más atractivo y accesible, fomentando la participación activa de todos los estudiantes, incluidos —y especialmente— aquellos con TEA. El estudio reveló que es posible ofrecer acceso al currículo común para todos los estudiantes, considerando las necesidades del alumno con TEA en el contexto del aula, a partir de la organización de la enseñanza mediante metodologías activas, así como del uso de recursos concretos, visuales y manipulables, y de experiencias prácticas en el laboratorio de biología, de manera colaborativa entre la educación especial y la educación común.Master Thesis Domínio cognitivo no processo de ensino e aprendizagem: percepção dos profissionais da educação e saúde(Universidade Federal do Rio Grande do Norte, 2025-08-28) Ricardo, Vanderlânia Dantas; Gonçalves, Maria de Jesus; https://orcid.org/0000-0003-2580-485X; http://lattes.cnpq.br/1882493636300348; http://lattes.cnpq.br/4002128493376559; Walter, Catia Crivelenti de Figueiredo; https://orcid.org/0000-0002-7033-8301; http://lattes.cnpq.br/4061818490832341; Nunes, Débora Regina de Paula; https://orcid.org/0000-0001-8758-8916; http://lattes.cnpq.br/1188086132826132; Manzini, Eduardo José; Araújo, Jacyene Melo de OliveiraHuman beings are active individuals in their relationships with the environment and the world, cognitive beings. As such, issues related to the cognitive domain cannot be ignored by all those who wish to educate, be they teachers, parents, psychologists, psychopedagogues or others. Thus, teachers need to use methodologies that favor more meaningful and equal learning. This includes understanding how the cognitive domain affects the teaching-learning process, recognizing that students have different rhythms, learning styles and challenges, understanding that one of the challenges to achieving quality education for all lies in teacher training. The objectives of this research are: to analyze the perception of education and health professionals regarding the cognitive domain in practice with the diversity of students, from the perspective of educational inclusion, and to develop a guide that can contribute to teaching in relation to cognitive issues in the diversity of special education students. The research is descriptive and adopts a qualitative analyses. The study is part of a research project entitled Training Special Education Professionals from a Collaborative Perspective, approved by the Ethics Committee under No. 6.169.452. The data was collected from the comments made by the professionals taking part in the course in the forum of a training class, the theme of which was “issues related to cognitive mastery in student diversity”. The class took place synchronously on the Moodle platform. The forum included comments from 126 participants who shared their perceptions on the topic presented. Based on the analysis of the comments, the research revealed that the professionals consider various aspects to be fundamental to achieving success in the teaching and learning process. These include: the importance of teacher mediation; taking cognitive issues into account; valuing students' potential; respecting diversity and uniqueness; taking students' prior knowledge into account; proposing diversified strategies that cater to different learning rhythms and styles; the need for continuing training for teachers; building inclusive classrooms; and recognizing the school as a space for pedagogical training, going beyond its socialization function. These aspects were pointed out by the participants as relevant and represent recurring speeches during the forum. The product of this research will be an orientation guide for education professionals, with an emphasis on teachers. The material will address strategies and practices for working with cognitive issues, assisting in the teaching and learning process in the context of special education students.Master Thesis Medicalização da educação: pesquisa intervenção- formativa com docentes dos anos finais do ensino fundamental(Universidade Federal do Rio Grande do Norte, 2025-09-18) Silva, Kessiane Sales Izidim da; Barreto, Maria da Apresentação; Araújo, Jacyene Melo de Oliveira; https://orcid.org/0000-0001-8170-7961; http://lattes.cnpq.br/7383148053596046; http://lattes.cnpq.br/0256251497039883; http://lattes.cnpq.br/6951663764125432; Cenci, Adriane; http://lattes.cnpq.br/9828410515704583; Santos, Fábio Alexandre Araújo dos; http://lattes.cnpq.br/8334261197856331This study aims to analyze the contributions of a formative intervention based on the Historical-Cultural Theory (HCT) regarding the phenomenon of the medicalization of education, carried out with teachers working in the final years of elementary school. The research deepens the understanding of the medicalization of education in the light of the Historical-Cultural Theory, which conceives human development as a result of dialectical relations with the social context in which individuals are inserted, without disregarding biological factors, but understanding that such factors are not the only determinants of human development and learning processes. The study involved 20 teachers from the state public education system, 13 of whom consented to participate, allowing the collection of data necessary for the purposes of this research. The actions were conducted both in person and asynchronously, making use of communication and learning technologies. Data production instruments included teacher questionnaires, group interviews, and video and audio recordings of the meetings. Methodologically, the study is based on a qualitative, participatory approach guided by intervention research. The data obtained, considering the participants’ statements, were organized into thematic axes for analysis and discussion. These were examined in dialogue with HCT, aiming for a deeper and broader analysis of the reality that constitutes the phenomenon of the medicalization of education. The findings revealed that, initially, teachers had a limited understanding of the medicalization phenomenon, often associating it primarily with the use of medication and naturalizing complex problems as biological or individual in origin, thereby delegating responsibility to the health sector. However, the formative intervention, grounded in the Historical-Cultural Theory, promoted a significant evolution in the teachers’ understanding: they began to view medicalization as a broader process of pathologizing school issues, recognizing their social role as educational agents and the importance of seeking pedagogical alternatives rather than medical referrals as the first solution. The main conclusions highlight the urgency of discussing medicalization and emphasize the effectiveness of HCT, in articulation with Historical-Critical Pedagogy (HCP), as a theoretical framework for training critical educators who value mediation and the Zone of Proximal Development (ZPD) in order to promote integral human development and inclusive education. Within the scope of this Professional Master’s in Special Education, an Educational Product was developed in the form of a continuing education course. Through this formative proposal, grounded in collaborative intervention, we sought to foster critical reflection that contributes to demedicalizing the educational perspective.