Reflexões acerca da produção de materiais digitais por estudantes com TEA para a aprendizagem de conteúdos de ciências

Abstract

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.