Banca de QUALIFICAÇÃO: ALDIJANE JALES CARNEIRO E SILVA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : ALDIJANE JALES CARNEIRO E SILVA
DATE: 18/03/2024
TIME: 14:00
LOCAL: https://meet.google.com/gdu-ddbf-ebg
TITLE:

ACTIVE METHODOLOGY IN SCHOOLING FOR DEAF PEOPLE: A GAMIFICED ACTIVITY TO FOSTER THE INTERACTION OF DEAF AND HEARING PEOPLE IN AN INCLUSIVE SCHOOL THROUGH THE USE OF PORTUGUESE AND LIBRAS

KEY WORDS:

Escolarização de surdos. Gamificação. Escola inclusiva. Língua Portuguesa como segunda língua. Libras. 

PAGES: 72
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Avaliação da Aprendizagem
SUMMARY:

The deaf student is included in the inclusive school, the presence of the Libras translator teacher has been increasingly respected by the legal regulations that give the deaf person the right to have this professional in the classroom. However, the problems of these subjects' schooling have not yet been resolved, given that the educational structure is aimed at the listening community, starting with the curriculum. Therefore, it is important for teachers to pay attention to the linguistic differences of deaf students and to create strategies for this student to be included in the educational process, mainly using their language, Libras, as it is through this language that deaf people are able to speak. express themselves and develop in the teaching process, with the facilitation of interaction and exchange of knowledge using Sign Language within the school environment being of utmost importance. In this way, the research intended to enable a methodological action, based on a gamified activity, with the aim of promoting the teaching of Portuguese as a second language to deaf students, as well as enabling the socialization of Libras between deaf and hearing people from of assistive technology. With this, our objectives were: To analyze how Portuguese is taught as a second language to deaf people in an inclusive school; present a gamified activity that includes practices for learning Portuguese as a second language for the deaf, linked to the Manga Textual Genre and its respective signs; and encourage the use of Libras, through assistive technology, promoting its acquisition and social use among deaf and hearing people. Bringing methodological elements from an action research, which involved the Portuguese Language teacher and the Libras Interpreter Translator Teacher from a high school in the State of Rio Grande do Norte, in the municipality of Parnamirim. Data collection was carried out in person. The initial data were collected through participant observation and semi-structured interviews, with the Regent Professor of Portuguese Language (PRLP), the Libras Translator/Interpreter Teacher (PTIL) and the deaf student, this one through Libras, with the accessible instrument its linguistic particularity. For a final stage of data collection, we had the results of the activity carried out, observed and noted in a field diary. Action research was chosen because it contributes to a closer relationship between the researcher and the participants, in which the researcher becomes directly involved with the object of study, so that a change occurs in the environment (Braun, 2014). The results indicate: the targeting of classes exclusively for hearing students; Being a copyist is the current condition of the deaf student; PTIL does not have advance knowledge of the teacher's content; lack of planning between PRLP and PTIL; need for specific Portuguese teaching for deaf students; need for continued training for PRLP and PTIL, need for methodologies that include Libras to enable the participation of deaf people in the teaching and learning process. In view of the analysis of the data obtained in the analysis categories, it was identified that the teaching of the deaf is the responsibility of the PTIL, that there needs to be collaboration between the PRLP and the PTIL, so that there is actually inclusion in the teaching-learning process of the student deaf. The study pointed out that the active methodology, gamification, enabled the interest of hearing and deaf students in learning the content, as well as in interacting with Libras, making hearing students engage in socializing with their deaf classmate, as well as Libras was part of the teaching process. However, it points to the need for curricular accessibility in which the Libras discipline can be part of the curriculum, as deaf people need to express themselves and live in an environment where there are social exchanges through their language, understanding, in the light of historical-cultural theory ( Vigotski,2021) that the development of the individual occurs from the social to the individual and not the other way around. It is in this sense that it is suggested that new research emerge with the aim of contributing to the education of the deaf, as well as clarifying and delving into important points in relation to the schooling of these subjects. What has been done in this work will be a suggestion in a booklet, material suggested as a product of this research.

COMMITTEE MEMBERS:
Presidente - 1888150 - PEDRO LUIZ DOS SANTOS FILHO
Interna - 3144003 - GESSICA FABIELY FONSECA
Externa à Instituição - CLAUDIA PIMENTEL - INES