Jogos digitais pedagógicos e deficiência intelectual: práticas de ensino no modelo remoto.

Abstract

This text is configured as a Course Completion Work of the graduation in the Special Education Licentiate of Universidade Federal de Santa Maria. It was constituted from the experiences had in the Pedagogical Residency Program RP/UFSM in the Special Education subproject, from October 2020 to October 2021, under the context of the Covid-19 pandemic and remote teaching. In this panorama, the project involved support and pedagogical interventions with a student with Intellectual Disabilities included in a state school in the municipality of Santa Maria/RS. The interventive actions with the student were guided and supported by technology, specifically through pedagogical digital games. The main objective of the work was to describe the experience with the use and creation of pedagogical digital games as tools for the mediation of knowledge in the learning of students with Intellectual Disabilities. The text is configured within the qualitative approach, in the experience report model. The report follows the methodological processes related to the Pedagogical Residency from the theoretical study meetings and exploration of the student's case to its assessment through the Supports Intensity Scale – Children’s Version (SIS-C) and subsequent organization of the interventional work based on the remote teaching model, using pedagogical digital games as central tools for the construction and development of experiences and knowledge with the student, having as guiding elements the support needs in two domains identified in the SIS-C results, the School Learning skills and Advocacy skills. Taking into account the planning, intervention and evaluation experiences of the student and, mainly, related to the work carried out in the context of the project, a subjective analysis was made about the possibilities and challenges of being a special education teacher in the context of remote teaching, highlighting the potential of pedagogical digital games in the processes of developing reading, writing and mathematics skills of a subject with Intellectual Disabilities and the reverberations of the experiences lived in the Pedagogical Residency in my training as a Special Education teacher.