Uso das geotecnologias no aprendizado de geografia de alunos autistas

Abstract

The study addresses the use of geotechnologies, such as the Global Positioning System (GPS) and digital maps, in Geography teaching for students with Autism Spectrum Disorder (ASD). The research was conducted at UEB José Gomes Rodrigues - Colégio Militar Tiradentes XXIII, located in the municipality of Itapecuru Mirim, Maranhão, and aimed to analyze how these tools can contribute to the learning process and educational inclusion. It is based on the need for innovative pedagogical methodologies that promote the inclusion of autistic students in the school environment. Using qualitative and quantitative approaches, questionnaires, interviews, and observations were employed to collect data on students’ interactions with geotechnologies. Statistical and content analysis allowed for the evaluation of the impact of these tools on the development of cognitive and spatial skills. Geotechnologies were used as teaching resources to make learning more dynamic and interactive, facilitating the understanding of abstract geographical concepts through concrete practices. Students participated in activities using GPS and digital maps, exploring the location of geographical points, navigating routes, and analyzing landscapes and coordinates. These activities stimulated engagement, curiosity, and collaboration among participants. In addition to the impact on learning, the results indicated that the use of technologies contributed to the students' social and emotional development, strengthening communication and teamwork skills. Digital maps and GPS facilitated spatial visualization and enhanced the interpretation of geographical data, providing more meaningful and contextualized learning experiences. The research also resulted in the development of an ebook for teachers, offering practical guidance on the use of geotechnologies in Geography teaching. This material aims to assist educators in effectively applying these tools, promoting inclusion and diversifying pedagogical strategies. It is concluded that integrating geotechnologies into Geography teaching is a promising approach to strengthening inclusive education, especially for autistic students. The study demonstrates that the use of these tools enhances learning, stimulates the development of socio-emotional skills, and facilitates curriculum adaptation, making lessons more accessible and engaging. Finally, this study contributes to the development of new pedagogical practices in inclusive education by combining technology and adapted teaching methods. The proposal is to expand learning possibilities and provide resources for teacher training, consolidating more equitable and efficient educational strategies