Banca de QUALIFICAÇÃO: CLEO MAYCON VIANA PAZ

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
DISCENTE : CLEO MAYCON VIANA PAZ
DATA : 27/05/2024
HORA: 08:00
LOCAL: On line: via:meet.google.com/wdu-ggvq-agk
TÍTULO:

AUGMENTED REALITY IN TEACHING STUDENTS WITH INTELLECTUAL DISABILITY: a didactic sequence for learning the Morphoclimatic Domains of Brazil

PALAVRAS-CHAVES:

Inclusive Education. Special education. Augmented Reality. Assistive Technology. Intellectual Disability.

 

PÁGINAS: 84
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
SUBÁREA: Tópicos Específicos de Educação
ESPECIALIDADE: Educação Especial
RESUMO:

The This dissertation presents the constituent elements of the research that supported the creation, development and validation of the Didactic Sequence as an Educational Product, a requirement of the training path of the Professional Master's Degree in Inclusive Education on a National Network (PROFEI). In this way, the entire theoretical-methodological process that culminated in the production and validation of the Didactic Sequence with the use of Augmented Reality technology in the teaching-learning process of students with Intellectual Disabilities, in the context of a common classroom, is exposed. Thus, the objective is to: Build a Didactic Sequence for the teaching-learning process of the Morphoclimatic Dominoes content with the help of Augmented Reality resources, adapting the learning needs of students with Intellectual Disabilities in the Final Years of Elementary School at Comendador José Pedro Dias State School, located in the municipality of Juara – Mato Grosso.¬ The guiding question is: Did the use of Augmented Reality contribute to the learning of Morphoclimatic Domains content by students with Intellectual Disabilities? The relevance of this study is reflected in the demand for enrollment of students with Intellectual Disabilities in regular schools, with around 47% of the total enrolled in the Special Education modality. The methodology adopted is characterized by an observational research method and a qualitative approach, with regard to procedures, there is bibliographical research at the time of construction of the theoretical framework that anchored the discussions and reflections, and in a second moment, action research. As a fundamental theoretical reference, Herpich (2019) and Tori, Kirner and Siscouto (2006) were used in the conceptualization and applicability of Augmented Reality, Creswell (2014), Lakatos and Marconi (2007), Minayo, (2009) and Thiollent (apud Gil, 2019), in the methodological outline of the research and Vigotsky (1997, 1998) in the pedagogical perspective and data analysis. The results found suggest that Augmented Reality can contribute to the active and meaningful learning of participating students, thus demonstrating evidence that they understood the content taught.

 

MEMBROS DA BANCA:
Presidente - 91734007 - ELISANGELA DIAS BRUGNERA
Externo à Instituição - MAYKER LAZARO DANTAS MIRANDA - IFTM
Interna - 253581001 - SUMAYA FERREIRA GUEDES