Lógica de programação: uma abordagem por meio de um jogo adaptado para alunos com deficiência visual

Abstract

This master's research aimed to investigate the contributions of using an adapted didactic game in the teaching and learning process of Programming Logic content for blind students. The problem of this study was: What contributions could adapting the board game bring to the learning of Programming Logic content for students with

visual impairments? It is based on the theoretical assumptions of Vygotski's Historical- Cultural Theory (1998) and Galperin's Theory of the Formation of Mental Action in

Stages (2009). The methodology adopted by this research constituted an applied and qualitative approach. Data collection took place through questionnaires and observations based on the application of the board game. The results revealed that programming teaching, to be inclusive, depends on the teacher's role as a mediator between students and the proposed content. Furthermore, continuous exposure to problem situations is necessary, as well as their relationship witheveryday actions that contextualize the topic. In view of the above, we highlight that the results obtained in this research demonstrated promising advances in the use of board games in teaching programming logic to students with visual impairments. Theincorporation of these adapted and appropriately used materials in the classroom notonly promotes the inclusion of these people in activities, but also contributes to improving the quality of teaching. By offering students contextualized teaching adapted to their needs, it is possible to improve the effectiveness of teaching and learning and make them more autonomous in educational processes.