(Universidad Sevilla, 2019-12-31) Garcia, Marilene Santana dos Santos; Herarth, Helbe Heliamara; Martins, Darlan Rodrigues; Maciel, Ana Cláudiacuri
In this article, we highlight aspects of an investigation that seeks to build an inclusive design, which can support
the development of an application prototype aimed at improving the writing and reading levels of functional illiterates - from the rudimentary level. This study is the result of the actions carried out in the Study Group “Hybrid
Education, methodologies and objects of digital learning in mobility environments”, of the Master in Education
and New Technologies - of a Brazilian private institution of higher education. The idea is to elaborate inclusion
design assumptions that can direct the creation of an application with functions that cover the profile and
condition of functional illiterates, who have lack of reading skills, have low self-esteem to face the challenge of
learning, and present operational deficiencies for the use of mobile devices and their applications. The methodology applied in this study is based on the survey of personal narratives of this target audience, which reveals
verbal communication needs, which can be planned in interactive ways in the application design. The authors
who support this study have worked with gamification concepts, instructional design, cognition, learning mediated by mobile interfaces, among others, such as Concepción (2016), Santana et al. (2012) and Garcia (2016).
