Deficiência intelectual, alfabetização e tecnologia digital: o uso do jogo Graphogame Brasil no atendimento educacional especializado

Abstract

Literacy is a milestone in a student's life, but for people with intellectual disabilities (ID) it is a challenge. There is a lack of pedagogical knowledge about understanding learning in people with ID, which is reflected in the pedagogical practices carried out at school. Thus, this research is situated in the field of inclusive education and deals with the use of the digital game Graphogame Brasil, in the mediation of reading and writing of students with ID, in Specialized Educational Assistance (SEA). Our objective is to analyze the use of the digital game Graphogame Brasil in the literacy of adolescent students with intellectual disabilities in the SEA. The theoretical framework is based both on national and international legislation relating to the inclusion of people with disabilities and on the contributions of authors such as Vygotsky (1984) on human development. In the field of Educational Technology, the reflections of Kenski (2018), Moran, Masetto (2013) and Galvão (2009) are considered. We adopted a qualitative methodology and used document analysis and participant observation to collect data. The results showed that the Graphogame Brasil game contributed to expanding the repertoire of letters and syllables, promoting the development of phonological awareness (the association between letters and sounds). Furthermore, the study broadened our understanding of the Zone of Proximal Development (ZPD) and the use of digital technology as a tool for pedagogical mediation. In the end, we made available as an educational product an e-book that reflects the experience lived during the research, along with suggestions for activities and games in PDF format, developed by the author for literacy with adolescents.