Representação do trajeto escola-casa de estudantes com TEA no ensino fundamental: Uso do Google Street View para mobilizar o raciocínio geográfico em uma prática inclusiva

Abstract

This research aims to investigate how Google Street View can be used as a pedagogical tool to facilitate the spatial representation of the home-to-school route of students with Autism Spectrum Disorder (ASD) in the final years of elementary school, with the purpose of mobilizing the fields of knowledge that contribute to the development of geographical reasoning. The study is grounded in the context of the growing inclusion of students with ASD in regular classes of basic education and in the need for teaching practices that respect their particularities and promote meaningful learning in Geography. To this end, a qualitative approach and action research are adopted, prioritizing the experience of the student with ASD and enabling methodological adjustments throughout the process. The study is based on theoretical frameworks from Inclusive Education, Geography, and Assistive Technologies, seeking to analyze the potential of Google Street View both in building spatial representations and in mobilizing the five fields of knowledge that foster the development of geographical reasoning. The investigation encompasses the development and implementation of an educational product that, starting from the representation of the home-to-school route of the research participants, as well as from the particularities inherent to students with ASD, provides the foundations for creating a teaching sequence aimed at the possibility of mobilizing the geographical reasoning of these students. The results highlight the positive impact of using geotechnologies and visual resources for the learning of autistic students, promoting greater participation, autonomy, and inclusion in Geography classes. This dissertation contributes to the debate on inclusive education by presenting methodological possibilities that bring school Geography closer to the needs of students with ASD, with an emphasis on the mediation of digital technologies.