2. Instituto Politécnico de Bragança, Brazil)

Abstract: This article aims to communicate the partial results of the research entitled “Development of Assistive Technology for the teaching-learning of History”, carried out at the Federal Institute of Education, Science and Technology of Rondônia (Brazil) and the Polytechnic Institute of Bragança (Portugal). This project is an unfolding of the project “History and narrative competencies: strategies for the inclusion of students with cerebral palsy” and aimed to contribute to school inclusion and to the improvement of the teaching-learning process of the History curriculum, through the development of Assistive Technology (hereinafter identified by the acronym TA), capable of expanding the functionalities of students with cerebral palsy in reading, writing and exercise resolution activities. To this end, a qualitative approach and support in the design science method was used. The main theoretical basis that guided reflections and decision-making within this project is represented by Guimarães (2012), Bersch (2017) and Alves and Teixeira (2014), among others. The results obtained indicate that applications such as that developed in this project can collaborate both in the learning of history by students with specific educational needs, resulting from cerebral palsy, as well as favor the improvement of teaching. Therefore, it can expand the process of educational inclusion and realization of learning rights.