Análise cognitiva em ambientes de jogos digitais: uma proposta metodológica para estudo com estudantes do transtorno do espectro autista

Abstract

This research investigated the cognitive processes aroused in digital gaming environments by autistic students. The relevance of the subject matter lies in the pressing need to understand how these processes occur, considering the cognitive and sensorial specificities of this audience. The research articulates the advances in digital technologies with theoretical foundations of cognitive psychology, seeking to contribute to more inclusive and effective educational practices. The main objective was to identify which cognitive processes are mobilized in this context, using a qualitative approach, due to its ability to deepen the debate on the reality investigated and enrich the description of the collected data. The theoretical foundation is based on the contributions of Vygotsky (1934) and Bakhtin (2003), analyzing how digital games can foster linguistic and interactive skills, respecting the sensorial and cognitive particularities of the target audience. Furthermore, the study is based on Freire concepts such as: dialogue, communication, awareness and liberation (FREIRE, 1979; 1985; 1994), with views to constructing an epistemology focused on the social dissemination of knowledge. The discussion on digital games is also a central axis of this investigation, considering them as contemporary learning environments that take place through interactive and potentially pedagogical experiences (LEVY, 1996). The research proposed the development of a specific methodology for Cognitive Analysis in digital game contexts, capable of studying and monitoring the processes involved, valuing the uniqueness of the subjects and recognizing the political dimension present in human interactions and productions. The methodology was applied in interaction contexts involving three students, in multifunctional resource rooms (SRM), within the scope of Specialized Educational Assistance (AEE), through the use of digital games. The results indicate that structured digital games adapted to individual needs can function as effective tools to stimulate language, social cognition and communicative development in autistic students.