Sequência didática para o ensino da óptica à alunos com TEA (Transtorno Espectro Autista)

Abstract

This dissertation is based on planned and combined activities to create a didactic sequence. Its choice is based on Vygotsky's theory of learning, where mediated learning is fundamental to the development of the so-called higher mental processes, which include skills such as planning long-term actions, imagining the consequences that a decision may cause, as well as idealizing objects and interactions with their social group and, in this way, creating more effective ways to develop each student's knowledge. The guiding concepts of this didactic sequence are to prepare materials for Special Education teachers in the early elementary school grades in the different education networks, for children with autism spectrum disorder (ASD). The activities to be developed involve the teaching of Science, more precisely, the teaching of Physics, addressing issues related to the concepts of Optics. The entire didactic sequence was recorded using photos, activities, and reports collected by the author of the educational product. It was evident, whether in the application of oral questioning or in the recording made by the students and in the preparation of the experiments, that the students were involved in the project, dedicating themselves to its execution and contributing intensely to the success of this educational product.