Possibilidades da gamificação na educação profissional de jovens e adultos com transtorno do espectro autista

Abstract

The Autistic Spectrum Disorder belongs to the class of neurodevelopmental disorders, as pointed out by the Diagnostic and Statistical Manual of Mental Disorders (DSM). In Brazil, it is estimated that about 1% of the population is included in this context, i.e., approximately 2 million people. Therefore, it is relevant to carry out studies and research on the subject, aiming at the implementation of public policies that guarantee their rights, especially the right to education and work, which, from an ontological point of view, are the foundation of the human constitution. Thus, according to Law 12,764 of December 2021, the person with ASD is considered a person with disability only for the right to inclusion in the laws in force and the guarantee of participation in public policies, as is the case of Law 8,213, of July 24, 1991, which guarantees the inclusion of people with disabilities in the labor market. Therefore, by understanding that the right to insertion in the world of work starts in the professional education of students and that the term "disability" encompasses several categories, we will focus on the promotion of professional education for young people and adults with Autism Spectrum Disorder (ASD). Therefore, it was searched for tools that enable the teaching of these people, in order to grant a professional education as advocated by the Conceptual Bases of Vocational and Technological Education (EFA): work as an educational principle and integral human training. Therefore, despite the existence of several teaching methodologies for people with ASD (ABA, TEACCH, PADOVAN, PECS), searches for effective methodologies in the promotion of vocational education were conducted, in this sense, the methodology of Supported Employment (SA) and Gamification showed promise in the teaching of people with ASD. In view of this, this research aims to analyze the possibilities of gamification in professional education for young people and adults with Autism Spectrum Disorder, inspired by the Supported Employment methodology. The locus chosen for the research was the APAE in São Francisco do Conde - BA, where the municipality's students with intellectual and multiple disabilities in age for vocational training are directed. This study is a qualitative research, which followed the following methodological steps: a) bibliographic study, b) document analysis, c) semi-structured interview, d) validation of an educational product. The data collected were treated through the Textual Discourse Analysis (TDA), which, from the triangulation of the methodological steps mentioned above, revealed the obstacles and possibilities for this professional education. Therefore, it culminated in the construction of a digital game called EPTea, with contributions in the principles of gamification and inspired by the EA methodology, aiming to foster the strengthening of the institution in the promotion of professional education for young people and adults with ASD.