ON THE SABER TRACK: Game adapted as an alternative for teaching Physics to students with Autism Spectrum Disorder in High School

Abstract

The creation of the school came along with the division of classes, where the human being needed
to transform the nature around him, adapting it to his needs, forcing him to seek to understand the
changes that took place around him. Thus, this knowledge was not proposed in an egalitarian way
and with the advent of a modern society and more concerned with expanding the knowledge
acquired throughout history, special education receives greater attention in an attempt to ensure that students with disabilities have a meaningful learning that goes beyond of its limitations. Being the right of these students to have access to a quality education, this right is also guaranteed to people with autism spectrum disorder (ASD), being a neurodevelopmental disorder that compromises communication, social interaction and behavior, and these factors end up affecting the educational learning. And it is in this context that actions in the classroom need to be focused on the use of pedagogical practices, which present varied learning possibilities to these autistic students. Among the numerous existing educational practices, this work directs its research to the use of the games "Na Trilha do Saber" developed with the objective of facilitating the process of learning and teaching of physics to students with ASD in an attempt to provide a more integrative education, approach playfulness, social interaction and language. Playing brings countless benefits, as Vygotsky emphasizes and David Ausubel's significant learning, which are the theoretical foundations of this work, in addition to the results collected after the application of the educational product in a high school class.