Realidade aumentada como auxílio ao ensino e aprendizagem na deficiência intelectual

Abstract

Currently, in most educational institutions, educational technologies and media are present, many approaches and possibilities are developed daily in the classroom, spanning all levels of education from kindergarten to high school. This use of different educational technologies enables the enrichment of teaching and learning, highlighting other ways of seeking knowledge in a meaningful way for students' lives. In this perspective, the work sought to approach a dynamic and attractive technology to assist in the teaching-learning process of a subject with Intellectual Disability, through learning objects with augmented reality, trying to plan and develop pedagogical practices in order to analyze the impacts of this resource in literacy. It was understood that the use of this resource was constituted as a facilitating resource and adequate to the objectives proposed in the research. Its use in the classroom made the activities playful and pleasant, which made it possible to construct positive results in this literacy process. From the use of augmented reality, it was perceived that the learning became more dynamic, developing the autonomy of the subject, thus enabling its inclusion in a significant way.