Tecnologias digitais na inclusão educacional: o uso dos jogos digitais no processo de alfabetização de crianças com deficiência intelectual no município de Pedreiras – MA

Abstract

Literacy is a fundamental process in the formation of an individual, not only for the ability to read and write, but as a means of accessing knowledge and fully participating in society. Thus, this research starts from the question: How can digital games be used by teachers to stimulate the literacy process of children with intellectual disabilities in the early stages of reading and writing? To this end, the objective of the research is to analyze the incorporation of digital games in the literacy and literacy practice of children with intellectual disabilities in the initial grades of the municipal public school system of Pedreiras-MA. This is a descriptive research with a qualitative approach, carried out based on bibliographic, documentary and field study, where a pedagogical intervention was carried out, with the application of previously selected digital games, with children with intellectual disabilities in didactic sequences, and interviews with their teachers, where it was possible to test and confirm the hypothesis that the use of digital games in the classroom enhances learning, motivates the student to be the constructor of their own knowledge, stimulates concentration and logical reasoning. The results of the research show that teachers recognize the effectiveness of games as a pedagogical tool, but report several difficulties and challenges faced in implementing these methodologies, such as the lack of resources and the need for ongoing training. This duality highlights the importance of support strategies to facilitate the integration of games into teaching. The results of the research with the children show that they made significant, albeit gradual, progress in developing reading skills through digital games. These games not only sparked the students' interest, but also promoted an interactive environment that stimulated the practice of reading in a playful way. It was observed that, although the process is slower and requires major adaptations, the students were able to identify letters and sounds, beginning the process of acquiring reading and writing skills