Jogo de tabuleiro adaptado a estudantes com baixa visão no ensino remoto: aprimoramento de habilidades perceptomotoras no contexto da imaginação
Arquivos
Data
2022-12-20
Autores
Pacitti, Mirella Horvatte
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A pesquisa está vinculada à linha de pesquisa 2, denominada “Processos Formativos, Ensino e Aprendizagem”, do Programa de Pós-Graduação em Educação. Estudantes com deficiência visual necessitam de recursos e estratégias adaptados no ambiente escolar. Os jogos de tabuleiro presentes na escola, quando adaptados, podem ser um recurso para que estudantes com ou sem deficiência possam jogar. O objetivo geral da pesquisa foi analisar o uso de um jogo de tabuleiro adaptado, no contexto da imaginação, que estimule as habilidades perceptomotoras dos estudantes com baixa visão. A abordagem metodológica é qualitativa e o percurso metodológico se desenvolveu em cinco etapas: Seleção de Habilidades Perceptomotoras, Caracterização dos Participantes, O jogo Adaptado, Sequência Didática Imaginativa, Avaliação por Especialistas do Jogo Adaptado, da Sequência Didática Imaginativa e Validação do Modelo Remoto para intervenção com o jogo adaptado. Foram selecionados três estudantes do gênero feminino, com baixa visão, entre seis e nove anos. O jogo de tabuleiro selecionado foi o Resta Um, que adaptado e inserido em um contexto imaginativo, foi aplicado por meio do Ensino Remoto na plataforma Google Meet. As sessões foram gravadas para análise posterior. Na análise de dados foi feita a Triangulação de Dados descritos em três partes: Adaptação do Recurso, Imaginação como Estratégia de Ensino e Ensino Remoto e Sua Implementação. Os resultados demonstraram que as estudantes aprimoraram suas habilidades perceptomotoras e a imaginação foi uma estratégia eficaz para aprendizagem e interesse no jogo.
The research is linked to research line 2, named “Formative Processes, Teaching and Learning”, of the Graduate Program in Education. Students with visual impairment need resources and strategies in the school environment. Board games present at school, when adapted, can be a resource for students with or without disabilities to play. The general objective of the research is to analyze the use of an adapted board game, in the context of imagination, which stimulates the perceptual-motor skills of students with low vision. The methodological approach is qualitative and the methodological route was developed in five stages: Selection of Perceptual Motor Skills, Characterization of Participants, Game Formulation, Imaginative Didactic Sequence, Evaluation by Experts of the Adapted Game, Imaginative Didactic Sequence and Validation of the Remote Model for intervention with the adapted game, Post-Assessment Restructuring, Referrals and Environment Preparation. We selected three female students, with low vision, between six and nine years old. The selected board game was “Resta Um”, which adapted and inserted in an imaginative context, was applied through Remote Teaching on the Google Meet platform. The sessions were recorded for later analysis. In the data analysis we did the Data Triangulation described in three parts: Resource Adaptation, Imagination as a Teaching Strategy and Remote Teaching and Implementation. The results showed that the students improved their perceptual motor skills and imagination was an effective strategy for learning and interest in the game.
The research is linked to research line 2, named “Formative Processes, Teaching and Learning”, of the Graduate Program in Education. Students with visual impairment need resources and strategies in the school environment. Board games present at school, when adapted, can be a resource for students with or without disabilities to play. The general objective of the research is to analyze the use of an adapted board game, in the context of imagination, which stimulates the perceptual-motor skills of students with low vision. The methodological approach is qualitative and the methodological route was developed in five stages: Selection of Perceptual Motor Skills, Characterization of Participants, Game Formulation, Imaginative Didactic Sequence, Evaluation by Experts of the Adapted Game, Imaginative Didactic Sequence and Validation of the Remote Model for intervention with the adapted game, Post-Assessment Restructuring, Referrals and Environment Preparation. We selected three female students, with low vision, between six and nine years old. The selected board game was “Resta Um”, which adapted and inserted in an imaginative context, was applied through Remote Teaching on the Google Meet platform. The sessions were recorded for later analysis. In the data analysis we did the Data Triangulation described in three parts: Resource Adaptation, Imagination as a Teaching Strategy and Remote Teaching and Implementation. The results showed that the students improved their perceptual motor skills and imagination was an effective strategy for learning and interest in the game.
Descrição
Palavras-chave
Jogo de tabuleiro, Habilidades perceptomotoras, Imaginação, Baixa visão, Board game, Perceptomotor skills, Imagination, Low vision