Proposta de uso de um jogo pedagógico: "Jogo de cartas: estrutura terrestre" com estudantes com transtorno do espectro autista do 6º ano em uma escola pública do Paraná

Abstract

School reality has undergone many changes in recent times, mainly due to new public policies that impact various aspects of the school, from pedagogical projects to students' routines. In science, teachers have faced challenges teaching students with Autism Spectrum Disorder (ASD), as some concepts can be complex for them. To help in this process, the study focused on creating and applying a card sequence game aimed specifically at these students, with the aim of facilitating understanding about the structure of the Earth in a lighter and more fun way. This game not only helps students understand the content, but also makes the classroom environment more dynamic and engaging. The research took a qualitative, exploratory, and interpretative approach, and the game created was applied and tested in the classroom. To analyze and discuss the results, we used the following research instruments: participant observation and interpretation of the game results, and interpretation of the drawings made by the students. The application of the product provided data and playfulness in teaching and learning with the ASD student, presenting expressive results regarding their development and skills in the classroom. The results demonstrated that the game not only reinforced the students' prior and scientific knowledge, but that they also assimilated and applied the concepts addressed in the pedagogical game, contributing to and making learning more relevant and accessible to them, expanding understanding, and demonstrating the effectiveness of this pedagogical tool in promoting deeper and more meaningful learning. Thus, the research indicates that the game proved to be effective in making learning more accessible and stimulating, promoting an inclusive and collaborative space in the classroom.