BETWEEN THEORY AND PRACTICE: THE ROLE OF GAMIFICATION IN INTERNAL DIDACTIC TRANSPOSITION FOR STUDENTS WITH ASD

Abstract

This article discusses how the use of gamification can improve the internal didactic transposition of content in the context of autism spectrum disorder. Using a qualitative approach, the study analyzed the role of games as a tool to facilitate learning, specifically in the internal didactic transposition of content. The methodology included bibliographic research and interviews with teachers. The research results concluded that internal didactic transposition through gamification does indeed contribute to improving the teaching-learning process and engagement of autistic students; however, teachers report a lack of continuous training to improve the practice of gamification in the school context.