Do Algoritmo à Inclusão: O Uso da IA na Criação de Planos de Aula para Robótica Educacional
Resumo
A integração da tecnologia inovadora na educação tem se mostrado uma tendência crescente, com destaque para a robótica educacional, que promove o desenvolvimento de habilidades como pensamento computacional, criatividade e colaboração. Este artigo propõe o uso da Inteligência Artificial (IA) como ferramenta de apoio para professores na criação de planos de aula sobre robótica educacional inclusiva, voltados para alunos com Transtorno do Espectro Autista (TEA). A metodologia adotada incluiu a geração de planos de aula por meio de IA, testes iterativos e avaliações de especialistas. Os resultados demonstraram que a IA pode ser uma aliada para a criação de planos de aula personalizados e adaptáveis, promovendo a inclusão e reduzindo a carga de trabalho dos professores.Referências
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J. W. Creswell and J. D. Creswell, Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Thousand Oaks, CA: Sage Publications, 2018.
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O. Bogdashina, Sensory Perceptual Issues in Autism and Asperger Syndrome: Different Sensory Experiences, Different Perceptual Worlds. London: Jessica Kingsley Publishers, 2003.
R. L. Koegel, L. K. Koegel, and K. P. Ashbaugh, Pivotal Response Treatment for Autism: Communication, Social, and Academic Development. Baltimore, MD: Brookes Publishing, 2012.
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T. Attwood, The Complete Guide to Asperger's Syndrome. London: Jessica Kingsley Publishers, 2007.
T. Booth and M. Ainscow, Index para a Inclusão: Desenvolvendo a aprendizagem e a participação nas escolas. Bristol, UK: Centre for Studies on Inclusive Education, 2011.
T. Grandin, Thinking in Pictures: My Life with Autism. New York: Vintage, 2006.
W. Dunn, "The sensations of everyday life: Empirical, theoretical, and pragmatic considerations," Am. J. Occup. Ther., vol. 55, no. 6, pp. 608-620, 2001. [Online]. DOI: 10.5014/ajot.55.6.608.
C. O’Neil, Weapons of Math Destruction: How Big Data Increases Inequality and Threatens Democracy. New York, NY, USA: Crown Publishing Group, 2016.
Classcraft, "Gamification in education," [Online]. Available: [link]. [Accessed: Feb. 26, 2025].
IBM Watson Education, "Artificial Intelligence in personalized learning," [Online]. Available: [link]. [Accessed: Feb. 26, 2025].
J. A. Fredricks, P. C. Blumenfeld, and A. H. Paris, "School engagement: Potential of the concept, state of the evidence," Rev. Educ. Res., vol. 74, no. 1, pp. 59-109, 2004.
J. Schwartzman, "A inclusão de alunos com Transtorno do Espectro Autista: Considerações sobre as práticas pedagógicas," Rev. Bras. Educ. Especial, vol. 17, no. 2, pp. 173-185, 2011.
J.-J. Cabibihan, H. Javed, M. Ang, and S. M. Aljunied, "Why robots? A survey on the roles and benefits of social robots in the therapy of children with autism," Int. J. Soc. Robotics, vol. 5, no. 4, pp. 593-618, 2013. [Online]. DOI: 10.1007/s12369-013-0202-2.
K. G. Jöreskog and D. Sörbom, LISREL 8: Structural Equation Modeling with the SIMPLIS Command Language. Chicago, IL: Scientific Software International, 1996.
L. A. Hodgdon, Visual Strategies for Improving Communication: Practical Supports for School and Home. Troy, MI: QuirkRoberts Publishing, 1995.
L. Attwood, The Complete Guide to Asperger's Syndrome. London: Jessica Kingsley Publishers, 2007.
L. Cohen, L. Manion, and K. Morrison, Research Methods in Education. London: Routledge, 2018.
L. Florian, "What counts as evidence of inclusive education?" Eur. J. Spec. Needs Educ., vol. 29, no. 3, pp. 286-294, 2014.
L. R. Almeida and K. V. Silva, "Educação inclusiva e tecnologias assistivas: desafios e perspectivas," Rev. Bras. Educ. Especial, vol. 26, no. 1, pp. 1-14, 2020.
L. S. Vygotsky, Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press, 1978.
M. Mitchell, Artificial Intelligence: A Guide for Thinking Humans. New York: Farrar, Straus and Giroux, 2019.
M. Resnick, Lifelong Kindergarten: Cultivating Creativity through Projects, Passion, Peers, and Play. Cambridge, MA: MIT Press, 2017.
M. U. Bers, Coding as a Playground: Programming and Computational Thinking in the Early Childhood Classroom. New York: Routledge, 2018.
P. Westwood, Commonsense Methods for Children with Special Educational Needs, 6th ed. London: Routledge, 2013.
R. J. Marzano, D. J. Pickering, and J. E. Pollock, Classroom Instruction That Works: Research-based Strategies for Increasing Student Achievement. Alexandria, VA: ASCD, 2001.
R. L. Luckin, W. Holmes, M. Griffiths, and L. B. Forcier, Intelligence Unleashed: An Argument for AI in Education. Harlow, UK: Pearson Education, 2016.
V. Jones, K. Harris, and S. Read, Educational Provision for Children with Autism and Asperger Syndrome: Meeting Their Needs. London: Routledge, 2008.
W. Holmes, M. Bialik, and C. Fadel, Artificial Intelligence in Education: Promises and Implications for Teaching and Learning. Boston, MA: Center for Curriculum Redesign, 2019.
G. B. Mesibov, V. Shea, and E. Schopler, The TEACCH Approach to Autism Spectrum Disorders. New York: Springer, 2004.
J. W. Creswell and J. D. Creswell, Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Thousand Oaks, CA: Sage Publications, 2018.
L. Bardin, Análise de Conteúdo. Lisboa, Portugal: Edições 70, 2011.
O. Bogdashina, Sensory Perceptual Issues in Autism and Asperger Syndrome: Different Sensory Experiences, Different Perceptual Worlds. London: Jessica Kingsley Publishers, 2003.
R. L. Koegel, L. K. Koegel, and K. P. Ashbaugh, Pivotal Response Treatment for Autism: Communication, Social, and Academic Development. Baltimore, MD: Brookes Publishing, 2012.
S. J. Rogers and G. Dawson, Early Start Denver Model for Young Children with Autism: Promoting Language, Learning, and Engagement. New York: Guilford Press, 2010.
T. Attwood, The Complete Guide to Asperger's Syndrome. London: Jessica Kingsley Publishers, 2007.
T. Booth and M. Ainscow, Index para a Inclusão: Desenvolvendo a aprendizagem e a participação nas escolas. Bristol, UK: Centre for Studies on Inclusive Education, 2011.
T. Grandin, Thinking in Pictures: My Life with Autism. New York: Vintage, 2006.
W. Dunn, "The sensations of everyday life: Empirical, theoretical, and pragmatic considerations," Am. J. Occup. Ther., vol. 55, no. 6, pp. 608-620, 2001. [Online]. DOI: 10.5014/ajot.55.6.608.
Publicado
24/11/2025
Como Citar
BORGES, Antonia Samira R.; ARAUJO, Fabíola Pantoja O..
Do Algoritmo à Inclusão: O Uso da IA na Criação de Planos de Aula para Robótica Educacional. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 36. , 2025, Curitiba/PR.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2025
.
p. 276-289.
DOI: https://doi.org/10.5753/sbie.2025.12242.
