Objeto digital fundamentado na estrutura hierárquica de Gagné destinado à aprendizagem de jovens e adultos com deficiência intelectual

Abstract

The changes and transformations in society regarding the use of digital technological resources necessitate research aimed at improving conditions and opportunities for the learning of individuals with intellectual disabilities. This audience requires that strategies be developed to respect their individuality and cognitive specificities. Digital Learning Objects (DLOs) stand out as one of the strategies that help facilitate the teaching and learning process. Therefore, this work created a digital learning object for the audience with intellectual disabilities, based on the hierarchical structure composed of various types of learning according to Gagné, implemented as a mobile application, and addressing the preferred learning styles of these students. The creation of the object was essential to achieve the goal of this research, which was to analyze the contributions that the digital learning object could bring to the learning process of young adults with intellectual disabilities. Thus, the research was classified as descriptive, as it analyzed the characteristics of the target audience while carrying out hierarchical activities. Thirteen activities were developed, distributed among the types of learning according to Gagné, concerning the content on Food Safety, with the specific topic being Fruits, established by the institution's pedagogue where the research was conducted. The analysis was carried out through data collection, including systematic observation, unstructured interviews, automatically stored records by the object, and a questionnaire to assess the students' perspective when using such an object. For the analysis of the collected data, Textual Discursive Analysis (TDA) was used to examine the importance of interaction through the digital object and the hierarchical structure of activities for learning a topic by students with intellectual disabilities. Eleven students from a public institution specializing in special education in the Southern region, with mild to moderate intellectual disabilities, aged between eighteen and seventy years, participated in this research. The results obtained demonstrate that the digital object is a tool that can be applied to these students, as it provides gradual learning, thus respecting their individual learning needs. The outcome of this research was the creation of a mobile application named AMesa, which assisted students with intellectual disabilities in achieving learning about Food Safety and facilitated digital inclusion. It is worth noting that the product of this thesis can contain various types of activities organized hierarchically, created by teachers, thus forming a repository of digital learning objects.