Abstract
ABSTRACT This article focuses on the use of an accessible digital textbook built based on the perspective of the universal design for learning. The quantitative and qualitative study was carried out in public schools of four teaching networks of Baixada Fluminense, Rio de Janeiro, Brazil, with the participation of 21 students with disability, their teachers from regular classes and the specialized educational service, as well as the classmates. The analysis, according to the cultural-historical theory, problematizes concepts such as pedagogical innovation, pedagogical mediation, and use of technological resources at school.
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