A gamificação como recurso didático: um estudo de caso com um discente que apresenta Transtorno do Espectro Autista (TEA) e discauculia

Abstract

Autistic Spectrum Disorder (ASD) is a neurodevelopmental disorder linked to the development of some skills, in which its main manifestations focus on communication, social interaction and behavior. The Brazilian law nº 12.764/2012 that governs the rights of people with autism spectrum disorder, then supported by the Brazilian law of inclusion of people with disabilities number 13.146/2015, together ensure the rights of this public. Allied to this issue, dyscalculia stands out, which is a specific learning disorder with impairments in the domain of mathematics content. The objective of this research is to present a gamified didactic resource in the Fedathian perspective (teaching methodology), with the content of multiplication with natural numbers, having as subject a first-year high school student who has autistic spectrum (ASD) and dyscalculia. The research is qualitative, of the case study type, as this type of research enables a broader and more detailed knowledge of the analyzed object of study. The Fedathi Sequence (SF) methodology stands out as a potential teaching methodology that promotes cognitive balance/imbalance, which helps in teaching strategies, such as gamification. A case study was carried out with a first-year high school student with autism and dyscalculia from the public school system in the municipality of Juazeiro, in the state of Bahia, Brazil. It is worth noting that the study was based on meetings with the subject in locus, and tools were used to build the gamified environment, namely Google Drive, Google Docs, Google presentations and Google sites. The results obtained indicate that the gamified learning environments in the Fedathian perspective contribute to the improvement of the learning of students with autistic spectrum and dyscalculia, according to data from the case study. It is considered that the reflections that generated the production of the didactic-educational resource of this research in the area of mathematics education and inclusive education aresatisfactory, since the material produced "educational notebook" within this work has the potential of a pedagogical educational resource, and thus, other math teachers are expected to use it for people with autism and/or dyscalculia.