DESIGN DA INFORMAÇÃO NA EDUCAÇÃO INCLUSIVA: Desenvolvimento e validação de uma cartilha para orientação de professores sobre alunos superdotados

Abstract

This work presents the development and validation of an educational artifact (a primer/handbook) grounded in Information Design (ID) to support early elementary school teachers, working with students aged 5 to 11 years, in the identification of and pedagogical support for gifted students. The objective was to translate complex technical concepts into visual and intuitive resources, thereby reducing teachers' cognitive load. The research is justified by the scarcity of practical resources capable of rendering the scientific literature on giftedness accessible to the classroom context, a gap addressed here through the visual and infographic structuring afforded by Information Design. Methodologically, the study employed the iterative Educational Design Research (EDR) approach, structured across three phases. In the first phase, Analysis and Exploration, a bibliographic review was conducted to establish the theoretical foundations of the research; subsequently, semi-structured interviews were carried out with twelve teachers from three private institutions in São Luís, alongside questionnaires administered to Mathematics teachers regarding their perceptions of the behavior of five gifted students and the pedagogical strategies adopted. These data informed the identification of the artifact's design requirements. In the second phase, Design and Construction, the principles of Information Design (modularity, visual hierarchy, infographics, functional typography, semantic color palette, and plain language) were applied in the elaboration and prototyping of the handbook. In the third phase, Evaluation and Reflection, the artifact was validated through questionnaires administered to specialists and experienced teachers. The quantitative analysis of the handbook yielded a maximum Content Validity Index (CVI) of 1.00, confirming the resource's acceptability and reflecting the efficacy of the ID guidelines in addressing the communicational gap as an agent of the democratization of knowledge. It should be noted that the scope of the investigation is not confined to the artifact itself, but is centered on the proposed educational intervention. Despite the non-generalizable nature of the sample, the consensus among evaluators highlighted the resource's conceptual clarity and immediate applicability, while also pointing to the need for integrated action among schools, families, and multidisciplinary teams. It is concluded that the handbook functions as an effective strategic mediator, transforming complex concepts into a resource recognized by specialists and teachers alike as both clinically accurate and pedagogically viable.