Encontando – um canal colaborativo: inclusão, autismo, histórias e matemáticas
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Data
2022-06-20
Autores
Costa, Lorinisa Knaak
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
No processo de inclusão escolar, além do acesso oferecido ao estudante Público- alvo da Educação Especial (PAEE), sua participação, permanência e aprendizagem são desafiadoras. Dentre as demandas a serem enfrentadas em prol do estudante com Transtorno do Espectro do Autismo (TEA), está incluída a compreensão de conteúdos e de conceitos matemáticos. A presente pesquisa tem como objetivo criar, aplicar e analisar a usabilidade de um canal do YouTube sobre contação de histórias na área da educação matemática, feito por meio de gravações em vídeos, tendo o propósito de constituir uma prática pedagógica voltada para a inclusão do estudante com TEA. Desenvolvida durante a pandemia da Covid-19, ela teve a participação de seis estudantes do 5º ano do Ensino Fundamental, sendo um deles diagnosticado com TEA, além das colaborações da professora do ensino comum e da mãe do estudante com TEA, no contexto de uma escola pública de um município do interior do estado de São Paulo. Caracterizou-se como uma pesquisa de abordagem qualitativa, com característica de pesquisa de ação colaborativa, sendo que a coleta de dados foi realizada de forma síncrona por meio da plataforma GSuite GoogleMeet. Quanto aos instrumentos de coleta de dados utilizados: entrevista semiestruturada, protocolo de registro de observação, roteiro de avaliação e validação da qualidade das histórias gravadas em vídeos. Como resultado foi feita a disponibilização do produto educacional Encontando em um canal do YouTube, constituído de nove histórias criadas, contadas e gravadas em vídeos para estudantes com TEA, versando sobre o ensino de conceitos matemáticos. Os resultados da avaliação da aplicação das histórias apontam que a contação de histórias em vídeos gravados potencializou a atenção concentrada do estudante com TEA, foco da pesquisa, bem como dos demais estudantes da sala.
In the process of school inclusion, in addition to the access offered to the Public Targeted Student for Special Education (PAEE), their participation, permanence and learning are challenging. Among the demands to be faced on behalf of students with Autism Spectrum Disorder (ASD), the understanding of mathematical content and concepts is included. This research aims to create, apply and analyze the usability of a YouTube channel on storytelling in the area of mathematics education, made through video recordings, with the purpose of constituting a pedagogical practice aimed at the inclusion of students with ASD. Developed in the context of the Covid-19 pandemic, it had the participation of six 5th grade students from Elementary School, one of them diagnosed with ASD, besides the collaborations of the common education teacher, the mother of the student with ASD and the researcher, in the context of a public school in a city in the countryside of the state of São Paulo. It was characterized as a qualitative research approach, with characteristics of collaborative action research, and data collection was performed synchronously through the GSuite GoogleMeet platform. As for the instruments of data collection used: semi-structured interview, observation record protocol, script for evaluation and validation of the quality of recorded video stories. As a result, the educational product Encontando was made available in a YouTube channel, consisting of nine stories created, told and recorded on video for students with ASD, about the teaching of mathematical concepts. The results of the evaluation of the application of the stories indicate that the storytelling in recorded videos increased the concentrated attention of the ASD student, focus of the research, as well as the other students in the room.
In the process of school inclusion, in addition to the access offered to the Public Targeted Student for Special Education (PAEE), their participation, permanence and learning are challenging. Among the demands to be faced on behalf of students with Autism Spectrum Disorder (ASD), the understanding of mathematical content and concepts is included. This research aims to create, apply and analyze the usability of a YouTube channel on storytelling in the area of mathematics education, made through video recordings, with the purpose of constituting a pedagogical practice aimed at the inclusion of students with ASD. Developed in the context of the Covid-19 pandemic, it had the participation of six 5th grade students from Elementary School, one of them diagnosed with ASD, besides the collaborations of the common education teacher, the mother of the student with ASD and the researcher, in the context of a public school in a city in the countryside of the state of São Paulo. It was characterized as a qualitative research approach, with characteristics of collaborative action research, and data collection was performed synchronously through the GSuite GoogleMeet platform. As for the instruments of data collection used: semi-structured interview, observation record protocol, script for evaluation and validation of the quality of recorded video stories. As a result, the educational product Encontando was made available in a YouTube channel, consisting of nine stories created, told and recorded on video for students with ASD, about the teaching of mathematical concepts. The results of the evaluation of the application of the stories indicate that the storytelling in recorded videos increased the concentrated attention of the ASD student, focus of the research, as well as the other students in the room.
Descrição
Palavras-chave
Práticas pedagógicas, Contação de histórias, Transtorno do Espectro do Autismo, Matemática, Pedagogical practices, Storytelling, Autistic Spectrum Disorder, Mathematics