Banca de DEFESA: HÉLIO MENEZES SOARES

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : HÉLIO MENEZES SOARES
DATE: 09/02/2026
TIME: 09:00
LOCAL: ON-LINE -https://meet.google.com/uvm-tzsc-cgt
TITLE:

Educational gamification as a resource for the inclusion of students with intellectual disabilities in high school

KEY WORDS:

tecnologia assistiva; gamificação escolar; mediação pedagógica; acessibilidade; aprendizagem personalizada.

PAGES: 172
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Tópicos Específicos de Educação
SPECIALTY: Educação Especial
SUMMARY:

This research addresses educational gamification as a strategy for promoting the inclusion of students with intellectual disabilities in high school. The study aims to analyze the application of gamification in high school curriculum, observing its effects on the performance and interaction of students with intellectual disabilities. This research was developed in the Postgraduate Program - Professional Master's in Inclusive Education in the National Network (PROFEI), where it was observed that gamification for learning is a powerful resource in assistive technology, offering tools and devices that help students with some type of special educational need overcome obstacles and actively participate in the learning process. The research adopted a qualitative, interventional research approach, applying gamified content for learning. Data collection was conducted through observation, interviews, and pedagogical records of teaching practice with participating students, as well as fieldwork. The study sought to determine whether educational gamification can make learning more engaging and stimulating, enabling equal learning opportunities. The use of gamification has proven to be a promising tactic for transforming the educational landscape, expanding learning opportunities more equitably, as long as the specific barriers and needs that each student may face throughout the process are considered. The research aims to contribute to the improvement of inclusive pedagogical practices in high school, demonstrating that gamification, as an assistive technology resource, can promote the active participation of students with intellectual disabilities. The experience reported can serve as a reference for the adoption of accessible and motivating pedagogical strategies in different educational contexts.

COMMITTEE MEMBERS:
Presidente - 1726796 - CLAUDEMIR DA SILVA PAULA
Interna - 1735827 - NEIDIMAR VIEIRA LOPES GONZALES
Externo à Instituição - WANDERSON ROGER AZEVEDO DIAS - IFRO