Neurociência e Transtorno do Espectro Autista (TEA): revisão sistemática de estratégias didáticas pedagógicas para a aprendizagem em química

Abstract

This research starts from the following problem elaborated in the form of a question: What pedagogical didactic strategies published in articles in Brazilian journals include the area of Neuroscience, Autistic Spectrum Disorder (ASD), Chemistry in high school and that provide opportunities for learning in Chemistry for students with TEA? The objective was to identify, in scientific articles from Brazilian periodicals, pedagogical didactic strategies that contemplate the area of Neuroscience, Autistic Spectrum Disorder (ASD), High School Chemistry and provide opportunities for learning in Chemistry for students with ASD. In basic, qualitative and exploratory research, we used bibliographical research and to delineate it, we carried out a systematic review of the literature, which included a survey of articles published on Google Scholar. In data collection we used three descriptors: 1 (one): "neuroscience" and "autism" and "high school" and "Chemistry". 2 (two): "neuroscience" and "autistic" and "high school" and "Chemistry". 3 (three): “"neuroscience" and "autistic spectrum disorder" and "high school" and "Chemistry". Initially, we found thirty-six (36) works, however, when checking one by one, we found that some were repeated in the search for descriptors, resulting in twenty-eight (28) articles. Of this total, we adopted five stages of inclusion and exclusion to compose the articles to be analyzed, leaving a total of fifteen (15), organized into four categories: i) scientific works that present strategies aimed at teaching students with ASD (3 articles) ; ii) scientific works that present strategies for teaching Chemistry and Natural Sciences (2 articles); iii) scientific works that present contributions from neuroscience to teaching (10 articles); iv) scientific works that present strategies aimed at teaching Chemistry to students with ASD with the help of neuroscience studies. In the results, we verified in the first category that the studies combine conventional pedagogical strategies with Assistive Technology and different intervention methods as ways to enhance the social development, language and learning of students with ASD. In the second, we identified that the works addressed Chemistry teaching strategies, emphasizing the use of didactic games as a pedagogical resource to exercise cognitive and social skills, promote motivation and connect the contents with the students' reality. In the third, we show in the studies the contributions of neuroscience to teaching in general, such as understanding the functioning of students' brains, developing more effective teaching strategies, personalizing learning and promoting a healthy learning environment. In the fourth, we identified the lack of works that presented neuroscience studies and specific strategies aimed at teaching Chemistry for students with ASD. Given the results, we highlight the importance of inserting Neuroscience studies in education to understand the functioning of the brain, identify learning difficulties, to promote an inclusive environment.