SCRATCH AS A PEDAGOGICAL TOOL FOR THE READING TRAINING OF STUDENTS WITH AUTISM SPECTRUM DISORDER AND AS A FACILITATOR OF SOCIALIZATION

Autism. Scratch. Literature. Inclusion. Socialization.

This master's research investigated the challenges of including students with special needs,
focusing on students with Autism Spectrum Disorder (ASD) and how the digital tool Scratch
can contribute to the learning of these students. Although enrollment in regular schools is a
guaranteed right, the provision of adequate services still faces significant obstacles. The lack
of infrastructure, the shortage of specialized professionals and the need for continued training
for teachers are some of the main challenges, especially in the public school system of the
state of Rio Grande do Sul. The increase in enrollments of students with ASD, a condition
that affects brain development and influences behavior, communication and interaction,
increases the demand for specialized educational services. The challenges are accentuated in
the final grades of elementary school, when the curriculum becomes fragmented and students
begin to interact with several teachers. Given this scenario, the research proposed the
"Oficina Literadeira", an educational product to contribute to the learning of autistic students.
The study, approved by the Ethics and Research Committee (CAAE: 79192624.0.0000.8024),
was applied to six students with ASD, between the ages of 12 and 15, with a focus on the
development of language skills. The workshop used technology, literature, and playful and
interactive activities, seeking to answer the question: "How can Scratch contribute to the
reading development of students with ASD and collaborate with the socialization of these
students?" Scratch is a digital tool, inspired and based on the spiral and the 4Ps of creative
learning, used in several countries to boost student learning. It offers an environment of
unlimited possibilities by allowing “wide walls”, recognizing that creativity cannot be
measured or limited. At the same time, it is inclusive, as it allows everyone to start at their
own pace, even without prior knowledge of the tool (low ceiling). This flexibility allows
exploration, stimulates autonomy and the development of skills, fostering learning. The
research combined bibliographic review and action research. The data for this qualitative
research were collected through systematic observations, the application of previously
defined specific rubrics, recording in a field diary and conducting semi-structured interviews
with students and their legal guardians. The objective was to verify whether Scratch could
contribute to reducing linguistic blocks that hinder the creation of the habit of reading and
textual comprehension, which consequently impact the learning of other curricular
components, in addition to examining whether reading, due to its social nature, and
collaboration in Scratch could help in the socialization of these students. Based on the
theories of Vygotsky, Papert and Resnick, who advocate learning through interaction and
collaboration, the results indicated that the use of Scratch, combined with group activities,
contributes to the development of social and communicative skills. The findings of this study
provide support for the formulation of inclusive pedagogical practices, reinforcing the
importance of personalized and collaborative approaches in the teaching of students with
ASD, aiming at a more equitable education.