Resumo:
The incorporation of Digital Information and Communication Technologies (DICT) in
the school environment has proved to be necessary and viable, favoring the teaching and
learning processes of students at various levels of education, including those belonging
to the target audience of special education. The production of digital material with
narrative approach by students is part of this context. It presents itself as a promising
pedagogical resource for the use of DICT and can also be used with students with Autism
Spectrum Disorder (ASD) for learning of science content. The approximation of Science
Education from an inclusive perspective with the DICT and narrative thinking deserves
to be reflected by/at the school and, in this sense, investigations in this area are relevant.
The aim of this study is to describe and analyze the mediation process of students with
ASD in the production of digital material with narrative approach related to science
contents. The study is part of qualitative research. The methodological path included a
survey on the subject in the database of dissertations and theses of CAPES, the
observation of science classes in the 8th grade of elementary school and the mediation
process for the production digital material with narrative approach, performed during
meeting with two students with ASD. By the end of the process, these students performed
an oral presentation of the materials they produced themselves. Data processing and
analysis followed the phases suggested by Yin (2016), related to qualitative research.
Through mediation it was possible to contextualize science content, providing students
with the opportunity to build knowledge related to the subject, some of which are
associated with ASD. The production process of the digital material highlighted the
importance of narrative for the construction of the adolescent’s identity, evidencing a
cyclical process of self-knowledge in which narrating produces the self as much as it is
produced by the self. The use of the computer and the internet enabled the students with
ASD to learn about digital literacy. We highlight the cooperation among students during
the production of the digital material with narrative approach.
