[{"data":1,"prerenderedAt":156},["ShallowReactive",2],{"person-57413525-25bb-4e9f-a8c2-f6b2f4fe5c0d":3},{"success":4,"person":5,"request":152},true,{"lastName":6,"role":7,"name":8,"description":9,"_id":10,"designation":7,"id":7,"email":11,"url":7,"createDate":12,"filiation":13,"slugs":14,"articles":17},"Lorenzi","","Celina Lobato",{},"57413525-25bb-4e9f-a8c2-f6b2f4fe5c0d","celina.lorenzi@ufpr.br","2025-12-16T20:59:33-03:00","UFPR",[15,16],"celina-lobato-lorenzi","lorenzi-celina-lobato",[18],{"parent":19,"metaData":20,"updateDate":22,"data":23,"langs":32,"_id":35,"contributors":36,"contributorsIds":56,"type":57,"typeData":58,"status":148,"download":149,"slugs":150,"slug":151},"1ab1f6ea-e043-44d8-a7ab-1bd0d96c1c82",{"updateDate":7,"createDate":21,"deleteDate":7},1765935500,"2025-12-16T22:38:20-03:00",{"secondary":24,"primary":28},{"keywords":25,"excerpt":26,"title":27},"\u003Cp>inclusive design, autism, SGR and ASD\u003C/p>","This article aims to propose the use of Synthesis Graphical Representations (SGR) - which are visual artifacts intended to facilitate communication and understanding - as a tool in the process of school inclusion for autistic children in Elementary School. To this end, a narrative bibliographic research was conducted, seeking publications on the relationship between autistic individuals and visual language. In light of the literature, the article presents some inclusive design approaches that have already been empirically tested with autistic individuals, such as curriculum adaptation based on Universal Design for Learning (UDL) and the Visualization and Verbalization (V/V) intervention, which is based on Dual Coding Theory (DCT). After the bibliographical survey, the readings and syntheses resulted in a list of specific skills to be used as a basis for analyzing the objectives and benefits already proposed by Pacheco (2022) when using GSR in Elementary School. As preliminary results, it was noted that the use of this artifact can benefit students with Autism Spectrum Disorder (ASD) in the school context.","Synthesis Graphical Representation (sgr) as an Education Inclusive Artifact for Autistic Children",{"keywords":29,"excerpt":30,"title":31},"\u003Cp>design inclusivo, autismo, RGS e TEA\u003C/p>","Este artigo tem como objetivo propor o uso de Representações Gráficas de Síntese (RGS) - que são artefatos visuais destinados a facilitar a comunicação e o entendimento, como ferramenta no processo de inclusão escolar de crianças autistas, do Ensino Fundamental 1. Para tal, foi realizada uma pesquisa bibliográfica narrativa buscando publicações sobre a relação de autistas e a linguagem visual. À luz da literatura, o artigo traz algumas abordagens de design inclusivo já testadas empiricamente com autistas, como a adaptação curricular baseada no Design Universal para Aprendizagem (DUA) e a intervenção Visualization and Verbalization (V/V), que se baseia na Teoria da Codificação Dupla (TCD). Após o levantamento bibliográfico, as leituras e sínteses originaram uma lista de habilidades específicas a ser usada como base para a análise dos objetivos e benefícios já propostos por Pacheco (2022) ao utilizar as RGS na Educação Básica. Como resultados preliminares, notou-se que o uso desse artefato pode beneficiar alunos com Transtorno do Espectro Autista (TEA) no contexto escolar.","Representações Gráficas de Síntese (rgs) como Artefato Educacional Inclusivo para Crianças Autistas",[33,34],"primary","secondary","60dc992c-19ef-493a-8b10-c26bdf007de3",[37,46],{"id":7,"name":38,"lastName":6,"email":11,"designation":7,"description":39,"role":7,"_id":10,"createDate":40,"filiation":13,"slugs":41,"url":7,"path":44,"lastmodified":45,"objectID":10},"Celina",{},"2025-12-17T01:38:20.516Z",[42,43],"celina-lorenzi","lorenzi-celina","people/57413525-25bb-4e9f-a8c2-f6b2f4fe5c0d",1765935500516,{"id":7,"name":47,"lastName":48,"email":49,"designation":7,"description":50,"role":7,"_id":51,"createDate":40,"filiation":13,"slugs":52,"url":7,"path":55,"lastmodified":45,"objectID":51},"Juliana","Bueno","juliana.bueno@ufpr.br",{},"f9948ca0-e183-4927-ba9a-25cfb622e39e",[53,54],"juliana-bueno","bueno-juliana","people/f9948ca0-e183-4927-ba9a-25cfb622e39e",[10,51],"article",{"startPage":59,"file":60,"references":63,"endPage":145,"track":146,"doi":147},994,{"fullpath":61,"name":62},"https://storage.googleapis.com/memoria-ped.appspot.com/articles%2F15_pd_design_2024%2F17145_10571.pdf","17145_10571.pdf",[64,67,70,73,76,79,82,85,88,91,94,97,100,103,106,109,112,115,118,121,124,127,130,133,136,139,142],{"id":65,"label":66},"c19b99ec-8e84-46d2-a799-be7404f54b79","\u003Cp>BELL, N. Visualizing and Verbalizing for Language Comprehension and Thinking. Paso Robles: Academy of Reading Publications. 1991\u003C/p>",{"id":68,"label":69},"1b4eebf7-092c-4531-ac58-e84b586ae3de","\u003Cp>BORGES, Adriana Araújo Pereira; SCHMIDT, Carlo. Desenho Universal Para Aprendizagem: Uma Abordagem Para Alunos Com Autismo Na Sala de Aula. \u003Cstrong>Revista Teias\u003C/strong> 22. 66p. 27–39, 2021\u003C/p>",{"id":71,"label":72},"39182a1c-d5d1-4fee-9831-b5a25dfd423f","\u003Cp>BUENO, Juliana; PADOVANI, Stephania. Estudo do processo de aprendizagem colaborativa através das representações gráficas de síntese (RGSs). \u003Cstrong>7th Information Design International Conference (CIDI)\u003C/strong>, v.2, n.2010, p.374–385, 2015. DOI10.5151/designpro-cidi2015-cidi_178.\u003C/p>",{"id":74,"label":75},"d3f3abd3-8b0a-4c18-a851-083f8ca0c19b","\u003Cp>CAST. Universal Design for Learning guidelines version 2.2 [graphic organizer]. Wakefield, MA: Author, 2018. Tradução e adaptação brasileira: Victor Menna-Hif Educação (@hifaeducacao) - 2022.\u003C/p>",{"id":77,"label":78},"bb99e8b7-ad76-42b3-93e4-317e8d03442c","\u003Cp>CUNHA, Antonio Geraldo da. \u003Cstrong>Dicionário Etimológico da Língua Portuguesa\u003C/strong>. Rio de Janeiro: Editora Lexicon, 2010\u003C/p>",{"id":80,"label":81},"5b0067b1-e3b4-4b76-89a7-671132f88529","\u003Cp>FREIRE, Paulo. \u003Cstrong>Educação e Mudança\u003C/strong>. Editora Paz&Terra. Rio de Janeiro, 2019\u003C/p>",{"id":83,"label":84},"7b403c88-1662-4dcd-ac8a-80fb44cc9bb6","\u003Cp>FONTOURA, M. \u003Cstrong>A Educação De Crianças E Jovens Através do Design\u003C/strong>. 2002. UFSC – Universidade Federal de Santa Catarina, 2002.\u003C/p>",{"id":86,"label":87},"fda7b231-27a9-4b4e-9da2-c322d365c93e","\u003Cp>HAPPÉ, Francesca; FRITH, Uta. The Weak Coherence Account: Detail-focused Cognitive Style in Autism Spectrum Disorders. \u003Cstrong>Journal of Autism Developmental Disorders\u003C/strong>, v.36, p.5-25, 2006.\u003C/p>",{"id":89,"label":90},"e1dcd600-1b68-4b70-835c-9cdcfd81b98d","\u003Cp>HOLMES, Kate. \u003Cstrong>Mismatch: How inclusion shapes design\u003C/strong>. London, England, MIT Press, 2018\u003C/p>",{"id":92,"label":93},"d0f96ad6-7583-4e10-abd2-0be3db3fa570","\u003Cp>HOOKS, bell. \u003Cstrong>Ensinando a transgredir: a educação como prática de liberdade\u003C/strong>. Trad. de Marcelo Brandão Cipolla. 2ed. São Paulo: Editora WMF Martins Fontes, 2017\u003C/p>",{"id":95,"label":96},"8fb004b6-a68c-4553-8252-3d626cd31acc","\u003Cp>GRANDIN, Temple. \u003Cstrong>Thinking in Pictures\u003C/strong>. New York, Vintage Books, 2006\u003C/p>",{"id":98,"label":99},"58fcab99-9991-4235-a311-35a7f92d44a3","\u003Cp>HUME, Kara; CAMPBELL, Jonathan M. Peer Interventions for Students With Autism Spectrum Disorder in School Settings: Introduction to the Special Issue. \u003Cstrong>School Psychology Review\u003C/strong>, Ed.48:2, p.115-122, 2019 DOI: 10.17105/SPR-2018-0081.V48-2\u003C/p>",{"id":101,"label":102},"01767b5c-434a-4f69-b354-736e64091084","\u003Cp>INCLUSIVE DESIGN RESEARCH CENTRE (IDRC) What is inclusive design? 2024. Disponível em: https://idrc.ocadu.ca/about/philosophy/. Acesso em: 18 mai. 2024.\u003C/p>",{"id":104,"label":105},"43f051bb-3a86-48af-8d19-8f82a3b3332b","\u003Cp>INEP, Matrículas na educação especial chegam a mais de 1,7 milhão: Maior concentração está no ensino fundamental, com 62,90% das matrículas. Dados fazem parte do Censo Escolar 2023. 2024, Disponível em: https://www.gov.br/inep/pt-br/assuntos/noticias/censo-escolar/matriculas-na-educacao-especial-chegam-a-mais-de-1-7-milhao Acesso em: 18 de mai. 2024\u003C/p>",{"id":107,"label":108},"37efac2c-c2c1-4449-8605-af87af0bc3bd","\u003Cp>JORDAN R. Managing autism and Asperger's syndrome in current educational provision. \u003Cstrong>Pediatr Rehabil\u003C/strong>. Ed. Apr-Jun;8(2), p.104-112, 2005\u003C/p>",{"id":110,"label":111},"b8c27ae0-a071-4f6d-bf04-8c7a7d76359f","\u003Cp>KANA, Rajesh K; KELLER, Timothy A; CHERKASSKY, Vladimir L; MINSHEW Nancy J. Sentence comprehension in autism: thinking in pictures with decreased functional connectivity. \u003Cstrong>Brain\u003C/strong>. Ed. Sep;129(Pt9), p.2484-93. 2006\u003C/p>",{"id":113,"label":114},"00da2df2-9005-4aa8-8b15-18554a68a98a","\u003Cp>MARTINS, Bianca \u003Cstrong>Aprender Projetando: professores designers de práticas pedagógicas de ensino-aprendizagem\u003C/strong>. Rio de Janeiro: 2AB, 2022\u003C/p>",{"id":116,"label":117},"2cf529cf-6de9-4dba-9fe8-8fc8c27c20cc","\u003Cp>MURDAUGH Donna L; DESHPANDE, Hrishikesh D; KANA Rajesh K. The Impact of Reading Intervention on Brain Responses Underlying Language in Children With Autism. \u003Cstrong>Autism Res\u003C/strong>. Ed. Jan;9(1) p.41-54\u003C/p>",{"id":119,"label":120},"59200815-fa63-41b3-95d3-809b23a727d0","\u003Cp>PACHECO, Waleska. \u003Cstrong>Programa de inserção transversal de RGSs - Representações Gráficas de Sínteses - no Ensino Fundamental 1\u003C/strong>. Tese (Doutorado) UFPR, Curitiba, 2022\u003C/p>",{"id":122,"label":123},"2cb46410-c3cd-4ab4-ae38-0c20e2ae5aa2","\u003Cp>PADOVANI, Stephania. Representações gráficas de síntese: artefatos cognitivos no ensino de aspectos teóricos em design de interface. \u003Cstrong>Educação Gráfica\u003C/strong>, v.16, n.02, p.123–142, 2012\u003C/p>",{"id":125,"label":126},"64885b3a-4ed5-463e-ab75-786d87e582a4","\u003Cp>SANCHES, Emília Christie Picelli; BUENO, Juliana; Uso da Linguagem Simples como Prática no Design da Informação e Design Inclusivo. \u003Cstrong>Novos Horizontes da Pesquisa em Design: Coletânea de estudos do PPGDesign/UFPR\u003C/strong>. São Paulo: Blucher, p.231-246, 2022.\u003C/p>",{"id":128,"label":129},"6a2e69c4-5a8f-45c4-bfce-107162bea5f8","\u003Cp>SAHYOUN, Chérif P; BELLIVEAU, John W; SOULIERES, Isabelle; SCHWARTZ, Shira; MODY, Maria. Neuroimaging of the functional and structural networks underlying visuospatial vs. linguistic reasoning in high-functioning autism. \u003Cstrong>Neuropsychologia\u003C/strong> Ed. 48(1), p.86–95. 2010 http://dx.doi.org/10.1016/j.neuropsychologia.2009.08.013.\u003C/p>",{"id":131,"label":132},"e6309a9a-97f2-4fa4-b89c-75a09c97554a","\u003Cp>SULTANA, Syeda Tazkia. \u003Cstrong>Effectiveness of using visualization and verbalization (v/v) technique in reading comprehension skill of children with autism in Bangladesh\u003C/strong> Thesis (Msc in Rehabilitation Science) Bangladesh Health Professions Institute (BHPI), University of Dhaka, 2021. Disponível em: http://dspace.crp-bangladesh.org:8080/xmlui/bitstream/handle/123456789/800/Thesis.pdf?sequence=1&isAllowed=y Acesso em: 10 de mai. 2024\u003C/p>",{"id":134,"label":135},"28f8e879-0eed-4ec6-86e2-a093e3344739","\u003Cp>UNESCO, \u003Cstrong>Manual para garantir a inclusão e equidade na educação\u003C/strong>, Brasília, UNESCO, 2019. Disponível em: https://unesdoc.unesco.org/ark:/48223/pf0000370508 Acesso em: 18 de mai. 2024\u003C/p>",{"id":137,"label":138},"2dee7cf1-82ab-4495-a29e-f0b49a48aa91","\u003Cp>UNESCO, \u003Cstrong>Reimaginar nossos futuros juntos: um novo contrato social para a educação\u003C/strong>, Brasília, UNESCO, 2022. Disponível em: https://unesdoc.unesco.org/ark:/48223/pf0000381115 Acesso em: 30 de mai. 2024\u003C/p>",{"id":140,"label":141},"dd7da58e-ae08-4f7e-af4e-3872e05e5769","\u003Cp>UNESCO, \u003Cstrong>Relatório de monitoramento global da educação – resumo, 2020: Inclusão e educação: todos, sem exceção\u003C/strong>, Brasília, UNESCO, 2020. Disponível em: https://unesdoc.unesco.org/ark:/48223/pf0000373721_por Acesso em: 18 de mai. 2024\u003C/p>",{"id":143,"label":144},"9d26b19f-ae16-44e1-a159-33240cc712a1","\u003Cp>ZERBATO, Ana Paula; MENDES, Enicéia Gonçalves. Desenho Universal para a aprendizagem como estratégia de inclusão escolar. \u003Cstrong>Educação Unisinos\u003C/strong> Ed. 22(2) p.147-155, abril-junho 2018\u003C/p>",1010,"4cb1gvhi","https://doi.org/10.29327/5457226.1-75","enabled",5,[151],"synthesis-graphical-representation-sgr-as-an-education-inclusive-artifact-for-autistic-children",{"target":153,"query":154},"people/get",{"id":10,"articles":155},"true",1780316101951]