Navegando por Autor "Silva, Ana Paula da"

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    Gamificação: aprimorando as habilidades de comunicação e interação de crianças com autismo
    (Universidade Estadual do Paraná, 2027-08-24) Silva, Ana Paula da; Cirino, Roseneide Maria Batista; https://lattes.cnpq.br/4251118936692913; https://lattes.cnpq.br/4258445783216058; Cirino, Roseneide Maria Batista; https://lattes.cnpq.br/4251118936692913; Fonseca, Kátia de Abreu; https://lattes.cnpq.br/1500397314837210; Vieira, Leociléa Aparecida; https://lattes.cnpq.br/0063909006157307
    The present research addresses the theme of interaction and communication of children with Autism Spectrum Disorder (ASD) in the context of inclusion. It explores the use of gamification as a tool to aid in the development of these skills and, consequently, the consolidation of inclusive practices. The focal problem emerged from the observation of educational practices that revealed a gap in the development and enhancement of communication and interaction skills in some students with autism. The study aimed to evaluate to what extent pedagogical practices, with the help of gamification, would contribute to the development of communication and interaction in children with Autism Spectrum Disorder. The theoretical foundations of the study are based on the Historical-Cultural theory, specifically the studies of Vygotsky, as well as authors who utilized active methodologies, particularly gamification, such as Busarello (2016), Baich and Moran (2018), and Fardo (2013), among others. The methodology was based on bibliographic and field research, employing the formative didactic experiment as a method and data collection tool, with data analysis conducted through a qualitative approach. The field research was carried out in a school in the municipality of Umuarama-PR, which serves the stages of Early Childhood Education and the early years of Elementary Education. The subjects were four students with Autism Spectrum Disorder from the aforementioned school, studying in the 4th and 5th grades, who exhibited peculiarities in communication and interaction skills. These students participated in the formative didactic experiment organized in two formats: one with prose text and the other presented through gamification. From the data analysis, it was possible to ascertain that the gamified practice provided greater participation and improvement in communication and interaction skills.