This research, carried out as part of the Postgraduate Programme in Inclusive Education (PROFEI) at the Federal University of Macapá (UNIFAP), is part of the Innovation and Assistive Technology Research Line and is entitled ‘Teacher training for the use of Kahoot! as a gamification strategy for High Ability and Giftedness’. The purpose of this research was to develop teacher training for teachers of specialised educational care in High Ability and Giftedness/AHSD, Macapá - Amapá. The research was exploratory and qualitative-quantitative, also known as qualitative-quantitative or mixed. According to Souza and Kerbauy (2017), this approach seeks to combine quantitative and qualitative elements to better understand a given phenomenon. This means that it is not just limited to analysing numerical data, but also considers the perception, opinions and experiences of the subjects involved. The research involved eight teachers who took part in face-to-face training at CAAH/S. The methodology included socio-demographic questionnaires and semi-structured interviews, the answers to which were organised using the Collective Subject Discourse (CSD) method and analysed using Thematic Content Analysis (TA). The research sought to answer whether Kahoot!, as a gamification tool, can contribute to the inclusion of students with AH/SD, improving the teaching-learning process and whether teachers are prepared to use such strategies. As a practical result, an educational booklet was developed to help other teachers use Kahoot! in their teaching practices, with a focus on more attractive and innovative lessons. The research highlighted the importance of teacher training for the effective use of gamification tools in inclusive education, with the aim of providing a more equal and inclusive education for students with high abilities.

This research was developed in the inclusive Education Postgraduate Program at the Federal University of Amapá, TechnologicalInnovation and Assistive Technology line of research. The target audience were academics from a public university from Amapá state (Universidade Estadual do Amapá). The objective was evaluating the effectiveness of a training program about Assistive Technology for Augmentative and Alternative Communication for the development of knowledge and skills, in future teachers, in order to improve inclusive of students with Autism Spectrum Disorder. The training program aimed to provide knowledge about the importance of using Augmentative andAlternative Communication in the inclusion process of students with ASD. Among the specific objectives, a workshop about AAC was planned in the context of assistive technology, and an online course was developed using AAC with the aim of including students with ASD and training undergraduate students to act as mediators of communication for children with ASD. It also intended to evaluate the results of the courses to disseminate the approach in the graduation environment. The actions included: a workshop about AAC as assistive technology; another one teaching how to create AAC resources; and, finally, an online course about using AAC for inclusion of students with ASD.The study adopted the qualitative research method, descriptive and exploratory methods, through action research method. The results demonstrated that the initial hypothesis was confirmed: the product was efficient in significantly  expanding participants' knowledge, remedying gaps initially identified. Pre and post-test questionnaires indicated an evolution in the level of knowledge about augmentative and alternative communication and inclusion.

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This research was developed within the scope of the Postgraduate Program in Inclusive Education - PROFEI of the Federal University of Amapá - AP and is part of the Research Line in Special Education from the perspective of inclusive education. The inclusion of deaf people in society depends greatly on how they establish their relationships with the oral world, since communication and interaction are determining factors in the inclusion process, especially when the form of communication is not the same. Pursuing this line, the research aims to understand how the interaction between deaf and hearing students occurs in the educational environment. The research is justified by the need to understand whether interaction occurs and whether there is effective communication for learning and socialization between deaf and hearing students through Brazilian Sign Language (LIBRAS). The research was based on the theoretical precepts of Campos (2021), Gesser (2009), Goldfeld (2002), Perlin and Strobel (2014), Rodrigues Campos (2016) and Vygotsky (1998, 2011). A theoretical contribution is presented that reiterates the concepts of interaction, communication, culture and education of the deaf. Just as Vygotsky (1998a) shows that the student's cognitive development occurs through social interaction, that is, their interaction with other individuals and with the environment, it is necessary to analyze the importance of Sign Language for the deaf as a form of social transformation for all involved. However, it is necessary to ensure the effectiveness of the actions in bringing about the desired changes. In this sense, supported by the analyses and techniques of qualitative research, with a focus on action research, the procedures we will use will be observations, semi-structured interviews, and document collection. Since the educational product is a learning object, a pedagogical workshop entitled “LIBRAS in the middle of the world” is proposed as a form of initial communication between deaf and hearing students in the classroom, with the aim of promoting the participation and commitment of the people involved in this process of change. For data collection, the pedagogical workshop will be applied, focused on the practice in LIBRAS, already verifying the commitment and dedication of the students involved in this process. Thus, it is intended that this intervention will be a rethinking of the interaction relationships, which implies the formation and communication between the subjects, understanding the importance of LIBRAS in the deaf-hearing interaction and its prominence as an instrument at the service of the inclusion of deaf students and the consolidation of their rights in the school space and in society in general.