Formação docente a partir de um manual pedagógico ilustrado para gamificação de atividades como estratégia na alfabetização inclusiva

Abstract

In the current conjuncture one of the challenges found in the school extent permeates the students target audience's of the Special Education education inclusion, in a such way this dissertation approaches the teachers' perceptions as for the gamification of pedagogic activities starting from didactic orientations contained in a Illustrated Pedagogic Manual. Like this, the research part of the following problem: That sorts out the beginnings of the gamification can contribute for the teacher's of the years formation begin of the Fundamental Teaching returned for the education inclusion? To answer such subject, it establishes as general objective: to develop a Illustrated Pedagogic Manual with didactic orientations for gamification of pedagogic activities in the students' literacy with intellectual deficiency. This, for his/her time, it was detailed in the following specific objectives: to punctuate the paper of the teachers' formation for the education inclusion; to discuss on the students' inclusion with intellectual deficiency in the regular context of teaching; to define the literacy under approach of the method phonic; to present the gamification as instrument in the teaching process and of learning, to analyze the contributions of the gamification in teacher's formation gone back to students' education inclusion with intellectual deficiency through the application of a Illustrated Pedagogic Manual in an extension course. As methodological direction, adopts the presuppositions of the qualitative research of exploratory stamp, developed 11 close to educational of a located municipal district in the North of Paraná. The data were collected through questionnaires, activities developed in the extension course, field notes, recording in audio of the encounters with the teachers, as well as, observation during the formative process. Starting from the content analysis, the data were organized in six categories to know: (i) the participants' profile, (ii) the participants' previous knowledge, (iii) the application of the activities gamification, (iv) planning gamification, (v) the teachers' perception in relation to the extension course and (I saw) the evaluation of the Illustrated Pedagogic Manual. Among the obtained results, the data point that the Illustrated Pedagogic Manual used as base in the teachers' formation is shown efficient, because the participants wrapped up during the proposal formation collaborative and they appropriated of the content approached during the course. Being like this, they elaborated a class plan with gamification activities in the students' literacy with intellectual deficiency and they identified a change in postures and practices returned for the paradigm of the inclusion. The illustrated Pedagogic Manual offers a contribution to the field of the educational formation for education inclusion starting from the didactic orientation of the use of the gamification in the students' literacy with intellectual deficiency.