Banca de QUALIFICAÇÃO: IANY RENATA ARRAIS

DIGITAL BILINGUAL LEARNING TRAILS FOR THE DEVELOPMENT OF ADDITIVE STRUCTURES BY DEAF STUDENTS

Educational Technologies. Digital learning trail. Mathematics. Additive structures. Deaf students.

Brazilian education has faced, for decades, the challenge of including target audiences for the “Special Education” modality, provided for in the Law of Guidelines and Bases of National Education (Law 9,394/96), in schools. We constantly seek an educational model capable of offering access, permanence, participation and learning for all students, regardless of their specificities, with the aim of building a fair and egalitarian society. According to the 2021 School Census, there are 21,841 deaf people and 38,990 Hearing Impaired students, totaling 60,831 deaf or Hearing Impaired students enrolled in Brazil, which gives a significant need for adaptations at school, requiring teachers to recognize them as visual subjects, as they are the From the visual senses that the deaf can come to understand the environment. However, due to the particularities inherent to the socio-anthropological perspective of being deaf, it is common for some educators to face difficulties when teaching this audience, especially when teaching mathematics. Studies show that the predominant methods for this teaching in the classroom include oral presentations, memorization and repetition of algorithms, which, consequently, limits access to the content presented and does not meet the specific needs of deaf students. Added to this fact is the lack of teaching materials aimed at this audience, as well as the lack of adaptations of existing materials. Thus, the object of study of this research is Digital Information and Communication Technologies (DICT) to assist in the skills of the Conceptual Field of Additive Structures for second-year students in the Early Years of Elementary School, through Digital Bilingual Mathematics Learning Trails . In this sense, the present research aims, in general, to develop accessible Digital Mathematical Learning Trails for the appropriation of Additive Structures by deaf students in the Initial Years of Elementary School. More specifically, the aim is to: analyze the aspects that must be taken into consideration when planning the teaching of Additive Structures for deaf students; investigate the strategies necessary for the development of Digital Mathematics Learning Trails accessible to the deaf; and validate the usability of the trails through analysis of diagnostic and evaluative activities with deaf teachers and hearing teachers who teach mathematics to deaf people. The research, with an interpretative paradigm and qualitative approach, will follow the intervention research model, inserted in a participatory research approach. The development of Digital Bilingual Learning Trails will be anchored in the Instructional Design methodology. Questionnaires, interviews with multimedia recordings, logbooks and documentary research will be used as data collection methods. The locus of the research will be the State Center for Training Educators and Assistance to People with Deafness - CAS, located in the city of Natal (RN) and the participants will be deaf or hearing teachers proficient in Libras who teach mathematics and have deaf students. The technical product resulting from the research will be teaching material, the Digital Bilingual Mathematics Learning Trails. Therefore, this research aims to contribute with different strategies and/or resources for teaching mathematics, taking into account the educational needs of deaf people. Furthermore, there is the challenge of giving new meaning to teaching practices, contributing to teachers who are unaware of and/or lacking materials to teach with deaf students, thus being able to significantly cooperate for the inclusion of deaf people and for the construction of the scientific field. studied.