Banca de DEFESA: FRANCISCO DE ASSIS FREIRE DE MELO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : FRANCISCO DE ASSIS FREIRE DE MELO
DATE: 23/12/2021
TIME: 14:00
LOCAL: Remoto
TITLE:

Construction of didactic sequences with augmented reality for students with Autistic Spectrum Disorder in the final years of elementary school - 6th year

KEY WORDS:

Autistic spectrum disorder (ASD), augmented reality, didactic sequence.

PAGES: 51
BIG AREA: Ciências Exatas e da Terra
AREA: Ciência da Computação
SUBÁREA: Metodologia e Técnicas da Computação
SPECIALTY: Sistemas de Informação
SUMMARY:

Inclusive education in Brazil comes as an educational policy from the Law of Guidelines 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 space physical, 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 consequently allows for 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 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 pre-selected AR tools, we started the data collection with the search for teachers who were interested in including children with autism in activities using AR technology. Afterwards, 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 enable the incorporation of adapted school activities in order to have a greater participation of students with ASD. Enabling teachers and assistants to use other digital technological resources is essential so that other practices are developed and the inclusion process becomes increasingly natural.

BANKING MEMBERS:
Presidente - 2459504 - AQUILES MEDEIROS FILGUEIRA BURLAMAQUI
Interna - 052.287.084-80 - AKYNARA AGLAE RODRIGUES SANTOS DA SILVA BURLAMAQUI - UFRN
Externa à Instituição - ALESSANDRA MIRANDA MENDES SOARES - UFERSA
Externa à Instituição - KEROLAYNE PAIVA SOARES - UFPI