A gamificação e a educação de estudantes com deficiência intelectual no subúrbio ferroviário de Salvador

Abstract

This research addresses the development of a technological prototype aimed at the inclusion of students with intellectual disabilities (ID) in the school context, based on gamification and the collaboration of the school community. The investigation was carried out using a qualitative approach, with the participation of students, teachers and family members from a municipal public school located in the railway suburb of Salvador. The central issue was understanding how elements of gamification can contribute to the creation of inclusive educational practices for students with ID. The main objectives of the study were: to understand the educational demands and needs of these students, to map the desires and challenges of remaining at school, and to identify the needs highlighted by educators and families. For data collection, the game Trilhas Educativas da Indições was used, which allowed participants to reflect in a playful way on the inclusive process, revealing that, although the presence of students at school does not automatically mean the satisfaction of their needs, there is a demand for collective and integrated actions. The prototype created seeks to promote inclusion in a collaborative way, respecting differences and stimulating the development of the potential of students with ID. The research concludes that, although the transformation of school reality faces structural barriers, creative and collaborative initiatives can contribute to a more inclusive and equitable educational process.