THE USE OF TECHNOLOGICAL GAMES AS A PEDAGOGICAL RESOURCE IN THE LITERACY OF STUDENTS WITH INTELLECTUAL DISABILITIES

Abstract

This article analyzes the use of technological games as a pedagogical resource in the literacy process of students with intellectual disabilities, considering the contributions of these tools to promote more meaningful and inclusive learning. This is an applied research study with a qualitative approach, characterized as exploratory and descriptive, conducted in a public school in the municipality of Itaitinga-CE, Brazil. Data were collected through classroom observations and analysis of pedagogical practices, and interpreted using content analysis. The results show that the use of technological games enhances students’ engagement, motivation, and active participation, in addition to contributing to the development of reading and writing skills. It was also observed that these resources promote students’ autonomy and self-esteem, which are essential for the learning process. Furthermore, the use of games enabled the diversification of teaching strategies, fostering a more dynamic and interactive learning environment. However, challenges related to technological infrastructure and the need for teacher training were identified. It is concluded that technological games constitute an effective tool in inclusive literacy contexts when used in a planned manner aligned with students’ needs, contributing to more equitable and innovative pedagogical practices.