Tecnologia assistiva em face dos estudos com jogos analógicos e de realidade virtual para o treino das funções executivas de estudantes público-alvo da educação especial
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Data
2022-03-10
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Universidade Estadual Paulista (Unesp)
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O trabalho-síntese intitulado “Tecnologia Assistiva em Face dos Estudos com Jogos Analógicos e de Realidade Virtual para o Treino das Funções Executivas de Estudantes Público-Alvo da Educação Especial” foi elaborado para fins do concurso de Livre-Docência, junto ao Departamento de Educação Física da Faculdade de Ciências e Tecnologia da Universidade Estadual Paulista, Campus de Presidente Prudente, SP. Pretendeu-se com essa Tese: Identificar e apresentar as evidências destacadas nos 16 estudos selecionados para esta tese que reportam as adaptações nos jogos analógicos e/ou de realidade virtual que com a sistematização metodológica, em situações de colaboração e a luz de parcerias entre a universidade e escolas/instituições especializadas, puderam demonstrar caminhos para a constituição de Tecnologia Assistiva para a implementação de intervenções em contextos educacionais e com possibilidades no de reabilitação. Para responder ao propositado, foi elegido parte da produção intelectual do autor, no período de 2014 a 2019. Todos os estudos que se apresentarão emergiram do projeto FAPESP (0644/6), elaborado em 2013, aprovado em 2015. O procedimento de análise do material foi dividido em três seções: A primeira, composta de quatro estudos principais e três complementares, aborda os ensaios iniciais a respeito das adaptações de jogos analógicos, mais especificamente os de mesa/tabuleiro e de realidade virtual, em particular os exergames. A segunda, composta de quatro estudos principais e um complementar, aborda os caminhos metodológicos para a sistematização dos jogos analógicos e de realidade virtual como Tecnologia Assistiva para o Treino de funções executivas em Paralisia Cerebral e no Transtorno do Espectro Autista. A terceira, composta de três estudos principais e um complementar, aborda a constituição de modelos de procedimentos didático-metodológicos para adaptar e intervir com recursos de Tecnologia Assistiva. Os estudos evidenciam construção progressiva do pesquisador ao longo dos anos, no que tange a sistematização metodológica e de procedimentos didático-metodológicos que foram alinhados para compreender como selecionar, construir, adquirir, promover estratégias de ensino e/ou adaptar o jogo ou o recurso pedagógico de modo funcional, seja ele analógico ou digital, mas com ponderações na mediação do interventor ou colaboradores para se ter, não, só um recurso terapêutico ou educacional, mas, sobretudo, um recurso de Tecnologia Assistiva inovador que promova motivação e oportunidade.
This body of work entitled “Assistive Technology in the Studies with Analog and Virtual Reality Games for the Training of Executive Functions of Students Targeted for Special Education” was elaborated for the purposes of obtaining Associate Professor title at the Department of Physical Education of the School of Technology and Sciences at São Paulo State University (UNESP), Presidente Prudente. The main objective was to identify and present the evidence from 16 selected studies that reported on the adaptations made in analog and/or virtual reality games. Drawing on the methodological systematization and collaborations and partnerships between the university and specialized schools/institutions, these studies evidenced ways to build Assistive Technology for the interventions in educational contexts and with potential in rehabilitation. Part of the author's body of intellectual production from 2014 to 2019 was chosen for this purpose. All of the studies to be presented emerged from the FAPESP project (0644/6) that was created in 2013 and approved in 2015. The procedure of the material analysis was divided into three chapters. The first chapter draws on four primary and three complementary studies and deals with the initial essays regarding the adaptations of analog games, more specifically, board games, and virtual reality games, in particular exergames. The second chapter employs four main studies and one complementary one to address the methodological paths for the systematization of analog and virtual reality games as Assistive Technology for the training of executive functions in individuals with Cerebral Palsy and Autistic Spectrum Disorder. The third chapter is composed of three main studies and a complementary one and addresses the construction of models of didactic-methodological procedures for adaptation and intervention with AT resources. The studies show a progressive evolution of the researcher over the years, with regard to methodological systematization and didactic-methodological procedures that have been aligned to understand how to select, build, acquire, promote teaching strategies and/or adapt the games or the pedagogical resources in a practical way, be they analog or digital. This process involved considerations regarding the intervention itself and the relevant collaborators, to create not only a therapeutic or educational resource but, above all, an innovative Assistive Technology resource that promotes motivation and opportunity.
This body of work entitled “Assistive Technology in the Studies with Analog and Virtual Reality Games for the Training of Executive Functions of Students Targeted for Special Education” was elaborated for the purposes of obtaining Associate Professor title at the Department of Physical Education of the School of Technology and Sciences at São Paulo State University (UNESP), Presidente Prudente. The main objective was to identify and present the evidence from 16 selected studies that reported on the adaptations made in analog and/or virtual reality games. Drawing on the methodological systematization and collaborations and partnerships between the university and specialized schools/institutions, these studies evidenced ways to build Assistive Technology for the interventions in educational contexts and with potential in rehabilitation. Part of the author's body of intellectual production from 2014 to 2019 was chosen for this purpose. All of the studies to be presented emerged from the FAPESP project (0644/6) that was created in 2013 and approved in 2015. The procedure of the material analysis was divided into three chapters. The first chapter draws on four primary and three complementary studies and deals with the initial essays regarding the adaptations of analog games, more specifically, board games, and virtual reality games, in particular exergames. The second chapter employs four main studies and one complementary one to address the methodological paths for the systematization of analog and virtual reality games as Assistive Technology for the training of executive functions in individuals with Cerebral Palsy and Autistic Spectrum Disorder. The third chapter is composed of three main studies and a complementary one and addresses the construction of models of didactic-methodological procedures for adaptation and intervention with AT resources. The studies show a progressive evolution of the researcher over the years, with regard to methodological systematization and didactic-methodological procedures that have been aligned to understand how to select, build, acquire, promote teaching strategies and/or adapt the games or the pedagogical resources in a practical way, be they analog or digital. This process involved considerations regarding the intervention itself and the relevant collaborators, to create not only a therapeutic or educational resource but, above all, an innovative Assistive Technology resource that promotes motivation and opportunity.
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Tecnologia assistiva, Educação especial, Jogos analógicos, Jogos de realidade virtual, Adaptação, Assistive technology, Special education, Analog games, Virtual reality games, Adaptation