Proposta de aprendizagem na intervenção educacional de estudantes autistas utilizando internet das coisas (IOT)

Abstract

A diverse panorama of definitions regarding autism exists, as well as numerous theories that describe the approaches of educational interventions that are appropriate to their particularities, in order to have better results in their teaching and learning processes. The guiding question of this research involved, in fact, a reflection on how technologies can be considered effective resources for the teaching of autistic students and promote supportive conditions for teaching practice, thus empowering these students to be more effectively assisted in educational environments. Based on this understanding, this work had as its main goal to evaluate a prototype, supported by the Internet of Things (IoT), as a pedagogical resource in the teaching and learning processes of students with Autism Spectrum Disorder (ASD) in the early years of elementary school, at the State School Jonas Pereira Lima, located in Brejinho de Nazaré - TO. The research, of qualitative-quantitative approach, with explanatory objectives, was initiated with a literature review on the role of technology in the educational contexts of teaching and learning of autistic students, which was followed by a survey of information about the prototype to be evaluated. Subsequently, data collection was conducted, which consisted of the following: (i) document analysis, based on the school census, regarding the number of autistic students registered in the regular education system in the state of Tocantins, and also in the school that was the object of the research, through an analysis of the registration forms, observing the number of students and their profiles; (ii) focus group sessions with teachers, other school staff, and family members, in order to obtain information about the challenges associated with inclusion, the specific needs of the students who participated in the research, and the support of technology in pedagogical practices; (iii) the application of a diagnostic form about basic skills, related to the language and vocabulary field, and classroom observation, for the development of the prototype application procedures and subsequent evaluation of its effects. The prototype, developed by using the programming language in the Arduino prototyping platform, associated with the RFID technology, was evaluated during the classes, in the regular classroom and in the multipurpose resource room of the school which was the object of the study, aiming to promote the interaction between teacher and autistic student, as well as the learning of formal content. The results of this research indicate that the participants of the study have positive opinions about the functionality of the prototype used in the classroom, answering that, as a pedagogical resource, it can be used in the process of inclusion of autistic students in the process of learning. However, it was also possible to see that its functionality in education presents some limitations, particularly regarding interaction with others during the development of learning.