Material autoral digital educacional em formato de livro-jogo para o ensino do corpo humano: uma abordagem inclusiva para crianças com Transtorno do Espectro Autista

Abstract

Science education in the early grades of elementary school is an important component in the holistic development of students, stimulating observation, curiosity, and the ongoing and active construction of knowledge. From this perspective, the use of digital technologies and Educational Digital Authoring Materials (EDMs) emerges as an inclusive and interactive pedagogical resource capable of favoring the teaching and learning process based on meaningful learning. This work was guided by the guidelines of the Brazilian National Common Curriculum Base (BNCC) for the early grades of elementary school, according to which the teaching of Natural Sciences should promote critical, logical, and creative thinking, as well as enabling a broader understanding of natural and social phenomena. The proposal of this dissertation consists of the creation of an Educational Digital Authoring Material, in the form of a game-book, developed by the researcher using the Twine software, entitled Nina the Explorer. This material addresses the teaching of the human body and sensory organs, integrating pedagogical and playful aspects, and promoting autonomy in the learning process of children with Autism Spectrum Disorder (ASD), based on Ausubel's Theory of Meaningful Learning. Therefore, this dissertation seeks to contribute to educational inclusion and the improvement of pedagogical practices in science teaching, in alignment with the guidelines of the National Common Curricular Base (BNCC) and the principles of inclusive and quality education. The resource was validated by 25 specialists in the areas of Morphofunctional Sciences, Pedagogy, and Inclusive Education, who analyzed the material individually through a semi-structured questionnaire applied via Google Forms, accompanied by an Informed Consent Form and a confidentiality agreement. The analysis of the base material, the textbook, and the curricular documents BNCC and the Ceará Reference Curricular Document were also considered. The data were analyzed descriptively and through content analysis. The evaluators concluded that, regarding content adequacy, it is well aligned with the normative documents of basic education, although some pointed out aspects that could be improved. In terms of attractiveness and engagement, the gamebook is relevant as an inclusive and motivating resource for this audience. Regarding the pedagogical aspect, it promotes meaningful learning by presenting content in a contextualized, interactive, and playful way to stimulate reflection and practical application of knowledge. In terms of accessibility, it is suitable for the audience because it integrates attractive visual stimuli, interactivity, and an organized narrative structure. Therefore, the results of this study highlight the potential of digital technologies and a MADE in the form of an interactive gamebook, as an innovative and inclusive resource in science education.