Robótica educacional como recurso de ensino e aprendizagem para estudantes com transtorno do espectro autista

Abstract

Students with Autism Spectrum Disorder (ASD) may face barriers in the school context, especially regarding the development of social relationships, the presence of restricted interests, and a tendency toward introspection. These characteristics are directly related to socialization skills, therefore, limitations in interacting with the surrounding environment may impact their learning process. In this context, Educational Robotics (ER) emerges as a potentially facilitating tool, as it offers several pedagogical possibilities, such as the development of computational concepts, notions of automation, and social skills. Furthermore, since it is commonly carried out through collaborative activities, ER can promote interaction among students while respecting the specific needs of learners with ASD. This monograph aims to present learning gains for students with ASD based on national experiences involving the application of ER. To this end, a basic research study was conducted with exploratory objectives, a qualitative approach, and procedures involving a bibliographic review followed by content analysis. As a result, it was identified that the use of ER contributes to the development of motor, social, and cognitive skills in students with ASD, constituting an important ally for teachers who seek to promote greater interaction and inclusion in the classroom environment.