2026-04-222026-04-222026-02-27Silva, Gilson de Souza. O ensino híbrido e a acessibilidade: ferramentas digitais para a inclusão de estudantes com deficiência no contexto da educação profissional e tecnológica / Gilson de Souza Silva. – Dados eletrônicos (1 arquivo: 610 KB). – 2026. 27f. Sistema requerido: Adobe Acrobat Reader. Modo de acesso: Internet. Orientação: Prof.ª. Drª. Flora Sousa Pidner. Trabalho de Conclusão de Curso (Especialização em Docência da Educação Profissional e Tecnológica) – Instituto Federal de Alagoas, UAB : Polo Coruripe, Coruripe, 2026. 1. Ensino híbrido. 2. Acessibilidade. 3. Inclusão educacional. 4. Tecnologias digitais – Ensino médio técnico. I. Título.https://repositorio.ifal.edu.br/handle/123456789/3010This study aims to analyze blended learning and accessibility as strategies for promoting the inclusion of students with disabilities within the context of Professional and Technological Education (PTE). This research is grounded in examining how digital technologies can contribute to the construction of more inclusive, participatory, and equitable educational environments. Thus, it highlights the importance of diversity and inclusion through the strengthening of blended learning, fostering effective personalized learning and enhancing student autonomy through the integration of teaching and learning tools. The use of digital technologies has the potential to contribute to overcoming physical, pedagogical, and communicational barriers. Furthermore, the blended learning model presents distinctive characteristics that significantly enhance the integration between digital technologies and pedagogical practices, thereby strengthening inclusion in Professional and Technological Education.ptEnsino HíbridoAcessibilidadeInclusão EducacionalTecnologias Digitais – Ensino médio técnicoEducação Profissional e TecnológicaBlended Learning. AccessibilityEducational InclusionDigital TechnologiesProfessional and Technological EducationTrabalho de Conclusão de CursoCIENCIAS HUMANAS::EDUCACAO