Jogo robótico híbrido: uma perspectiva inclusiva para deficientes visuais

Abstract

The present work seeks to reflect on educational practices within the purview of Special Education, based on the concept that all children can learn, if they are given the necessary conditions for their learning (MONTESSORI, 2017). Therefore, we seek to develop educational proposals involving the context of hybrid robotic games in Basic Education for children and adolescents with visual impairments, as a way of promoting inclusion and providing opportunities for their connectivity. To make this possible, a bibliographic research was carried out in the database of the Brazilian Institute of Information in Science and Technology and in Google Scholar, in order to identify whether professionals of the education use games to develop pedagogical content and, in If so, what would those games be? Through the bibliographic research, it was possible to observe that the games used in the reference rooms, normally turn to the Domino game, Memory game, Logic Sequence and few educators use Trail games, Quiz games or make use of the game of Checkers, Chess or other similar games, a resource widely used according to the research is the audiobook or audiogame. Thinking from this perspective, we also sought to identify the games available for the visually impaired on mobile systems, in order to understand how these resources work, to think of prototype development strategies for this target audience. Subsequently, a field research was carried out in an educational institution in the North of Rio Grande do Sul, which has a Type II Multifunctional Resource Room, with Specialized Educational Assistance for children with disabilities, focused on the care of children with visual impairments in order to understand how people in this condition are being cared for, as well as recognize the subject to whom the game would be designed and the respective objectives. After the identification and selection of the subject, we seek to develop a prototype (a hybrid robotic game) that combine touch and the Arduino robotic artifact, serving as an experience for storytelling. The game was tested by a child in Early Childhood Education and through it access to technology can be promoted. The methodology used in this research is based on the Design Science Research model, which is based on a prototype that will meet the needs of a group of people, later prototypes are developed for testing, to then develop a final proj Visual Impairment. Inclusion. Technology.ect and test it with the target audience, in order to evaluate contributions in the theoretical and practical areas of scientific knowledge. Accordingly, we sought to develop a robotic artifact in an inclusive educational proposal, and this study presents a reality, many other proposals can be developed in this perspective. However, we can highlight technological limitations in the process, in addition to new possibilities that technologies bring to the visually impaired audience.