Construção de sequências didáticas com realidade aumentada para alunos com transtorno do espectro autista nos anos finais do ensino fundamental - 6º ano
Inclusive education in Brazil comes as an educational policy from the Law of Directives and Bases of National Education (LDBN 9394/96), which determines that people with special needs are included in regular education classrooms. In addition to being in the same physical space, which can provide gre...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
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Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/46962 |
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| Resumo: | Inclusive education in Brazil comes as an educational policy from the Law of Directives and Bases
of National Education (LDBN 9394/96), which determines that people with special needs are
included in regular education classrooms. In addition to being in the same physical space, which
can provide greater interaction and inclusion with other colleagues, such students have a teacher
to assist in their activities. Although there are auxiliary teachers to provide this inclusion in the
classroom context, educational institutions lack content that is inclusive and that consequently
allows such inclusion. This research focused on students with autism spectrum disorder (ASD)
and the objective of creating and validating didactic sequences with the use of augmented reality
so that the student with ASD was more engaged in the class and could also show their
teacher/assistant tools for the creation of other didactic sequences regardless of the curricular
component. We used as a basis a research classified as exploratory, using the procedures applied
in the case studies. With the bibliographic study carried out and the AR tools pre-selected, we
started collecting data by searching for teachers who were interested in including children with
autism in activities using AR technology. Subsequently, we suggest and validate, with the help of
the teacher, the didactic sequences carried out by the students. With this research, it became clear
the potential of augmented reality as a tool to engage and make it possible to incorporate adapted
school activities in order to have a greater participation of students with ASD. It was also evident
that training teachers and assistants to use other digital technological resources is essential for
other practices to be developed and for the inclusion process to become increasingly natural. |
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