Banca de QUALIFICAÇÃO: KAMILA CARVALHO DE AGUIAR GUIMARÃES

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : KAMILA CARVALHO DE AGUIAR GUIMARÃES
DATE: 28/07/2025
TIME: 14:00
LOCAL: Sala Meet
TITLE:

such as the DosVox System, in the performance of candidates with ADHD in the National High School Exam (ENEM

KEY WORDS:

Inclusão. Tecnologia Assistiva. ENEM. TDAH.

PAGES: 61
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Tecnologia Educacional
SUMMARY:

(AT), such as the DosVox System, in the performance of candidates with ADHD in the National High School Exam (ENEM). The study addressed the demotivation and low performance of students with ADHD in ENEM, often aggravated by the limited training of educators in inclusive technologies and methodologies. The qualitative action research involved six high school students with ADHD in a public school in Rolim de Moura, Rondonia. Eight multiple-choice tests were applied, with ENEM questions, varying the conditions of adaptation (reduction of texts and alternatives) and mediation (human or with the DosVox System). The results revealed that Test 8, which combined adapted questions (with reduced texts, fewer alternatives and objective statements) with the mediation of the TA (DosVox System), presented the best overall performance, with an average of 5.0 correct answers per student. This finding suggests that the combination of adapted questions with assistive reading technology positively impacts the performance of students with ADHD, overcoming scenarios with only mediation or without adaptations. The adaptations are in line with the inclusive education guidelines of CNE/CP resolution No. 2/2018. As an educational product, an informative booklet (digital and printed) and an Instagram profile were developed to disseminate guidance on AT and adaptations for candidates with ADHD in ENEM. The study also identified a gap in Rondonia's state legislation on neurodevelopmental disorders, which may limit effective inclusion despite advances in federal laws. In summary, the research reinforces the potential of Assistive Technology combined with adaptations of materials to promote fairer assessments for students with ADHD, highlighting the continuous need for professional training, investment in resources and alignment of policies for effective inclusion.

COMMITTEE MEMBERS:
Presidente - 3280715 - ZUILA GUIMARAES COVA DOS SANTOS
Interna - 2583970 - MARCIA ROSA ULIANA
Interna - 2141018 - LUANNA FREITAS JOHNSON
Externa à Instituição - ROSA MARTINS COSTA PEREIRA - IFRO