Navegando por Autor "Nobre, Suzely da Silva"

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Tecnologia assistiva na educação ambiental para alunos do ensino médio com TEA: uma abordagem na perspectiva inclusiva
(Instituto Federal de Educação, Ciência e Tecnologia do Amazonas, 2026-03-20) Nobre, Suzely da Silva
The present research was developed within the scope of the Graduate Program in Inclusive Education (PROFEI) of the Federal Institute of Education, Science andTechnology of Amazonas (IFAM), inserted in the Research Line of Technological Innovation and Assistive Technology. The study addressed the intersection between Environmental Education (EE) and Inclusive Education, investigating the challenge of engaging High School students with Autism Spectrum Disorder (ASD) in sustainability themes, starting from the finding of a scarcity of accessible digital pedagogical resources for this audience. The general objective was to develop and evaluate an educational digital game, conceived as Assistive Technology (AT), aiming to promote the learning and participation of students with ASD. Methodologically, qualitative action research was adopted, structured in the phases of planning, action, observation, and reflection. The procedures involved the development of the game "Guardiões TEAmazônicos" on the Scratch platform, grounded in Universal Design for Learning (UDL) and an iterative design informed by interviews with guardians and cycles of evaluation of student interaction. The data were submitted to Content Analysis. The results evidenced that the game acted as a disruptive resource, allowing the overcoming of "mechanical copying" and favoring sensory regulation through a controlled environment. It was observed not only the appropriation of environmental concepts contextualized in the Amazonian reality but also a significant social gain, in which the participating students assumed protagonism and interacted with their peers. It is concluded that the educational product was validated as a successful AT, demonstrating the viability of using personalized digital games as a strategy to foster inclusion, autonomy, and environmental citizenship in High School.