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Disertaciones |
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1
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JULIO CESAR LIMA DA ROCHA
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PROTOCOL OF GOOD PRACTICES FOR COMMUNICATION ACCESSIBILITY IN UNIVERSITY TELEVISION AT THE FEDERAL UNIVERSITY OF RIO GRANDE DO NORTE
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Líder : ELIZABETH ROMANI
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MIEMBROS DE LA BANCA :
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EDUARDO CARDOSO
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ELIZABETH ROMANI
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JEFFERSON FERNANDES ALVES
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KATIENE SYMONE DE BRITO PESSOA DA SILVA
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Data: 15-mar-2024
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Resumen Espectáculo
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The present study has the general objective of developing basic guidelines for accessible audiovisual production for people with visual and hearing impairments, in the context of the University Television of the Federal University of Rio Grande do Norte (TVU/UFRN), based on recommendations compiled and the collaboration of the subjects involved in the research. As specific objectives, we propose to identify guidelines on the use of resources for accessible audiovisual translation used in public television stations, Audiodescription (AD), Subtitling for the Deaf and Deaf (LSE) and Janela de Libras; raise awareness through workshops of agents directly involved in the operational routine of TVU/UFRN's audiovisual productions regarding communication accessibility and the rights of people with disabilities; and propose a protocol of good practices, in ebook format, for accessible audiovisual production at TVU/UFRN. The exploratory qualitative research of a case study, starts from a survey of the existing references in parameters of the use of Assistive Technology for television. Among the references are the Guide for Accessible Audiovisual Productions (2016), by the National Film Agency (Ancine), and the protocols used in the Accessibility sectors of public broadcasters: TV Cultura and TV Aparecida. We propose workshops with the subjects involved in the operational routine of TVU/UFRN to raise awareness about the issue of disability and accessibility resources for a collaborative construction of a protocol that can be a tool to guide the implementation of a reference model to develop a sector of Accessibility at TVU/UFRN. It is expected to contribute to the establishment of a culture of accessibility, observing the rights of people with visual impairments and deaf and deaf people, and guided by the possibility of an accessible and transversal practice in the context of this public TV.
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2
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ROZANA RAMOS NEVES
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TEACHING STRATEGY: POSSIBILITIES IN LEARNING OF STUDENTS WITH MULTIPLE DISABILITIES
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Líder : JACYENE MELO DE OLIVEIRA ARAUJO
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MIEMBROS DE LA BANCA :
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VANESSA CRISTINA PAULINO
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ADRIANE CENCI
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ELIZABETH ROMANI
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JACYENE MELO DE OLIVEIRA ARAUJO
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KATIA REGINA LOPES COSTA FREIRE
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MARISTELA DE OLIVEIRA MOSCA
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Data: 21-mar-2024
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Resumen Espectáculo
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The desire to research the learning process of students with multiple disabilities arose during my journey as an educator, observing the work of other educators in ordinary classrooms. From my experiences, the general objective of this research is to describe the teaching strategies in the learning process of a student with multiple disabilities, in the early years of Elementary School. The scarcity of theoretical references marks the importance of the study. There is also a diversity of interpretations and nomenclatures in studies on the subject, which makes the study difficult. This research deals with a qualitative and descriptive approach. To collect data for this research, reports on the learning of a student with multiple disabilities from an application school will be consulted and analyzed, in addition to the school's pedagogical proposal. It is configured, therefore, as a case study of documentary type. After systematizing the data, an Educational Product will be elaborated on form of an e-book that can contribute to the pedagogical work of other education professionals in the care of children with multiple disabilities.
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3
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JULIANA KARLA DIONISIO DOS SANTOS
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Líder : KATIENE SYMONE DE BRITO PESSOA DA SILVA
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MIEMBROS DE LA BANCA :
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FLAVIA ROLDAN VIANA
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FRANCISCO RICARDO LINS VIEIRA DE MELO
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KATIENE SYMONE DE BRITO PESSOA DA SILVA
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LISIE MARLENE DA SILVEIRA MELO MARTINS
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Data: 27-mar-2024
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Resumen Espectáculo
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4
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SIMONE PATRICIA SOARES DE SOUZA
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The Supervised Internship in the Letters Course: Libras/Portuguese Language at the Federal University of Rio Grande do Norte: What do Deaf students say?
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Líder : PEDRO LUIZ DOS SANTOS FILHO
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MIEMBROS DE LA BANCA :
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GESSICA FABIELY FONSECA
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JANAÍNA AGUIAR PEIXOTO
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PEDRO LUIZ DOS SANTOS FILHO
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Data: 27-mar-2024
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Resumen Espectáculo
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The present work entitled The Supervised Internship in the Literature Course - Libras/Portuguese Language at the Federal University of Rio Grande do Norte: What do Deaf students say? Its general objective is to analyze aspects relating to the learning processes during the Supervised Internships of the Literature: Libras/Portuguese Language course at UFRN. The small number of publications in the area about Supervised Internships with deaf students interferes with the possibility of these students understanding and deepening their level of awareness in relation to the chosen profession, and consequently affects the construction of the student's identity as a professional and as a future Basic Education teacher (GARCIA , 2012). Our specific objectives were: Identify students' expectations and difficulties regarding their work in the internship field; analyze the learning processes during the Supervised Internship based on the narratives of the deaf; create a bilingual technological product that allows deaf students to receive guidance on Supervised Internship in Libras. It is a research with a qualitative approach, with an interpretative paradigm, which was carried out through semi-structured interviews through face-to-face and online meetings, with distancing and respecting all safety standards recommended by health authorities. For the analysis of this work, we relied on the theoretical framework and precepts addressed by Franco, 2005. The deaf students received all the information through the Free and Informed Consent Registry (RCLE) in Brazilian Sign Language (Libras) about the aforementioned research. and based on their narratives, we outline the necessary means to meet the objectives of our work. The results showed that attitudinal and communicational barriers are the main problems that exist for deaf students in Supervised Internship activities, the lack of accessible materials and instruments, as well as teacher guidance in pedagogical mediation. Our conclusion is to reaffirm the need for internship teachers to know Libras, to reaffirm the need for field school professionals to learn Libras, the absence of accessible and bilingual materials that facilitate access to the information necessary for the training of deaf students.
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5
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SEDINA DOS SANTOS JALES FERREIRA
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BILINGUAL EDUCATION: PATHWAYS AND POSSIBILITIES BASED ON NARRATIVES OF DEAF STUDENTS
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Líder : PEDRO LUIZ DOS SANTOS FILHO
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MIEMBROS DE LA BANCA :
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GESSICA FABIELY FONSECA
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JANAÍNA AGUIAR PEIXOTO
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PEDRO LUIZ DOS SANTOS FILHO
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Data: 27-mar-2024
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Resumen Espectáculo
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This research aims to analyze the reports produced by deaf high school students, in a public school in Natal – RN, with reference to the teaching methodologies used in the classroom context. From what can be seen, the focus is on the bilingual perspective/bilingual experiences of this group, in order to highlight their traumas, desires and the like. This intention is extremely important and, based on the analysis, methodologies were proposed that match the local reality. To do so, we resorted to the theories of Ladd (2003), Quadros (2019), Perlin (2013), regarding Deaf Studies. Methodologically, this work makes use of the assumptions of autobiographical research in education, since we seek to understand the narratives of deaf students, thus the research is classified as qualitative, we use interviews as a method of obtaining data. The results demonstrate the need to create pedagogical strategies that enable deaf students to have significant access to information and the acquisition of school content, through visual pedagogy, which includes their natural language: Libras, based on in the assumptions of bilingualism. Aiming at narratives based on the experiences of deaf students, we can extract the importance of bilingual schools relating to the theoretical and methodological parts. We conclude, from this present study, the need to ensure education with a bilingual bias so that deaf people can have the right to use their mother tongue in their schooling for the development of the learning process. The research resulted in a product that aims to contribute to the deaf community by bringing essential elements and information for the development of these people's learning, with a focus on bilingual education.
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6
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ANA LÍVIA DE JESUS OLIVEIRA E MELO
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SOUNDPAINTING: THE AESTHETIC ACCESSIBILITY IN TWO WORKS BY NEWTON NAVARRO
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Líder : JEFFERSON FERNANDES ALVES
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MIEMBROS DE LA BANCA :
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EDUARDO CARDOSO
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FLAVIA ROLDAN VIANA
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JEFFERSON FERNANDES ALVES
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LIVIA MARIA VILLELA DE MELLO MOTTA
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Data: 02-may-2024
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Resumen Espectáculo
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Audio description, a resource that transforms images into words, provides access for people with visual impairments to the most diverse image content, including works of art. Aiming to reduce inequality of opportunities in access to culture, this work seeks to bring another possibility of aesthetic accessibility for blind people, Sound Painting. Technique proposed by Josélia Neves that combines sound effects and musical accompaniment to the audio description of artistic works, in order to convey the emotional component present in them. Tevaluate the impact of this technique, Sound Painting scripts will be built for two works by the artist Newton Navarro: "Dom Quixote" and "Sancho Pança", which are part of the collection of the Nucleus of Art and Culture of the Federal University of Rio Grande do Norte - UFRN and protection of the inheritance of non-sighted people, through a focus group. Sound Painting will feature songs composed by students of the Music Composition course at UFRN based on a survey of the aesthetics, historic and style of the paintings made in this work.
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7
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MARIA EDUARDA CAPISTRANO DA CÂMARA
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Inclusive pedagogical work: conceptions and practices of early childhood education professionals
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Líder : BLENDA CARINE DANTAS DE MEDEIROS
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MIEMBROS DE LA BANCA :
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ADRIANE CENCI
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BLENDA CARINE DANTAS DE MEDEIROS
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JANAÍNA SPEGLICH DE AMORIM CARRICO
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MARIA DE FÁTIMA CARVALHO
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MARISTELA DE OLIVEIRA MOSCA
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Data: 19-jun-2024
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Resumen Espectáculo
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This research is associate with the programa de Pós-Graduação em Educação Especial (PPGEESP) da Universidade Federal do Rio Grande do Norte (UFRN) and focuses on inclusive pedagogical work (IPW) in early childhood education. The study aimed to identify the conceptions and practices of early childhood education professionals in a Centro Municipal de Educação Infantil (CMEI) in the greater Natal area (Rio Grande do Norte) regarding inclusive pedagogical work through collaborative training. Adopting a qualitative, exploratory approach grounded in collaborative research principles, the study engages with Historical-Cultural Theory and discussions on Pedagogical Work, Inclusion, History, and Policies. Data collection and production methods included online questionnaires, four audio-recorded reflective meetings with the institution's professionals, and analysis of the CMEI's political-pedagogical project. Data analysis was based on Discursive Textual Analysis methodology, with categories emerging directly from the research's theoretical framework. The study organized its findings into three main categories. The first category, "Understanding Inclusive Pedagogical Work: Perspectives and Practices in a Municipal Center for Early Childhood Education," explored varying inclusive pedagogical workconceptions and practices among early childhood education professionals, emphasizing pedagogical intentionality, attentive observation, routine, and concrete working conditions to ensure inclusion. The second category, "Dialogues on Pedagogical Work: Perceptions of Early Childhood Education Professionals at CMEI about Children with and without Disabilities," examined initial understandings of Inclusive Pedagogical Work, conceptions of disability, and the meanings attributed to it, along with examples of Inclusive Pedagogical Work practices. The third category, "Evaluation and Reflections on the Meetings: Thinking about Collaborative Practice for Inclusive Pedagogical Work," discussed the outcomes of collaborative training and its importance for reflecting on and organizing pedagogical work. The research highlighted the need for collaborative practices and continuous discussion spaces about pedagogical work at CMEI as essential for inclusion, while also noting the lack of resources, time, and space available for these reflections. Additionally, a booklet was systematized to promote collaborative training and reflection on inclusive pedagogical work in early childhood education.
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8
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BUENA BRUNA ARAUJO MACÊDO
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DIGITAL BOOKLET ON DEAF LITERATURE: perceptions and reflections of teachers in the early years of Elementary School
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Líder : PEDRO LUIZ DOS SANTOS FILHO
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MIEMBROS DE LA BANCA :
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PEDRO LUIZ DOS SANTOS FILHO
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GESSICA FABIELY FONSECA
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JANAÍNA AGUIAR PEIXOTO
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Data: 08-jul-2024
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Resumen Espectáculo
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The present study is inserted in the discussions about the constitution of being a teacher, in light of the relationship between initial training and experiences in the school environment, reflecting a central concern with the schooling of deaf children. The study seeks to analyze the relevance of Deaf Literature for pedagogical proposals in the early years of elementary school within the modality of bilingual education for the deaf. In addition to this general objective, three specific objectives were established: to highlight the concept of Deaf Literature within the socio-anthropological conception of deafness; to identify the perceptions that teachers attribute to working with Deaf Literature in the early years of elementary school; and to present an educational product in the format of a Digital Booklet containing theoretical and methodological guidelines on Deaf Literature, in order to guide teachers in their future work in the early years of elementary school. Methodologically, we adopted a qualitative approach (Bogdan; Biklen, 1994), exploratory and descriptive research (Gil, 2002). With regard to the instruments for collecting empirical material, we opted for a joint bibliographical and documentary review (Gil, 2002) and semi-structured interviews (Bogdan; Biklen, 1994; Triviños, 1987; Manzini, 1990/1991). Bardin's (2011) content analysis was used to systematize and process the empirical material collected. The theoretical framework of this study highlights discussions on Deaf Education in Brazil and its educational legislation (Goldfeld, 2002; Strobel, 2009; Honora, 2014; Capovilla, 2000); Deaf culture and cultural artifacts (Skliar, 1998; Quadros, 2007; Perlin, 2001; Strobel, 2009; Peixoto, 2018; 2016); Deaf Literature and the processes of translation, adaptation and creation of literary artifacts (Karnopp, 2008, 2006; Mourão, 2011; Strobel, 2009; Skliar, 1998; Nichols, 2016; Rosa, 2011). The initial results of the research indicate that we have experienced progress in relation to the schooling of deaf people in Brazil, with the backing of legislation, these individuals have been able to count on interpreters, specialized care, curricular adaptations, regulation of LIBRAS, which is reflected in the proposed modality of bilingual education for the deaf. However, despite the advances in deaf education in Brazil, Deaf Literature is a cultural artifact that is little known by teachers working in the early years of elementary school, which contributes to the importance of producing our Digital Primer (educational product).
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9
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TUIZA CRISTINA AVELINO BEZERRA
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SEMINAR GENRE: CHALLENGES AND POSSIBILITIES IN TEACHING PORTUGUESE LANGUAGE AS A SECOND LANGUAGE FOR DEAF PEOPLE
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Líder : PEDRO LUIZ DOS SANTOS FILHO
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MIEMBROS DE LA BANCA :
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GESSICA FABIELY FONSECA
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JANAÍNA AGUIAR PEIXOTO
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PEDRO LUIZ DOS SANTOS FILHO
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Data: 29-jul-2024
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Resumen Espectáculo
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The present study is the result of the researcher's particular concerns regarding weaknesses with the current model of inclusive education aimed at deaf students in basic education. The general objective of this investigation is to analyze the use of the theoretical methodological resource of the seminar genre with a view to having an impact on the learning of deaf students in a deaf institution in Natal RN. As specific objectives we have: Apply the theoretical-methodological resource used in teaching the seminar genre at the institution for the deaf in Natal-RN; Compare similarities and differences between the seminar genre in Libras and in Portuguese; Identify the impacts on the learning of deaf students and produce, as a product, a didactic sequence (SD) based on the seminar genre, to assist the learning processes of deaf students. For this purpose, the aforementioned institution was chosen as the locus of the research, due to its ease of access, because it fits the characteristics of the research and because it is a space for providing services to the deaf in a bilingual context. Bilingual hearing teachers, deaf teachers and deaf students from elementary school I - initial grades participated in the research. The research in question was based on a descriptive-interpretative methodology with a qualitative focus, correlated to action research (THIOLLENT, 1985). The instruments used for data collection were: semi-structured interview (Manzini, 2020?), questionnaire (Marconi & Lakatos, 1999:100) and observation (Marconi & Lakatos, 1999:90) which resulted in 4 field diaries. The data obtaineThe instruments used for data collection were: semi-structured interview (Manzini, 2020?), questionnaire (Marconi & Lakatos, 1999:100) and observation (Marconi & Lakatos, 1999:90) which resulted in 4 field diaries. The data obtained was analyzed according to Moraes' (2003) discursive textual analysis. As a theoretical reference, we are based on Deaf studies (Quadros, 2006; Perlin, Kyle, 2007; Lopes e Silva, 2017; Skliar, 2020, etc.), orality studies (DOLZ et al., 2004; SCHNEUWLY, 2004; MARCUSCHI, 2001 ); Studies of discursive genres (Backtin, 2003; Voloshinov, ) and the dialogues between the foundations of Backtin, Freire and Vigotski in education (Souza, Oliveira and Hawi; 2020). The results point to: a) the need to teach Libras in the classroom; b) consider speech in Libras as a way of learning for deaf people, through expressive language; C) need to use the seminar discursive genre, as a teaching strategy to stimulate deaf people's argumentative skills. Ultimately, in the deaf schooling process, the need for curricular adaptation in inclusive schools is based on the research by Santos Filho (2015), which makes the choice for a bilingual school inevitable. From this research, it is expected to contribute to the learning processes of deaf people with the production of material (SD) that will serve as support for Portuguese language teachers and deaf teachers in the basic education network.
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10
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ALDIJANE JALES CARNEIRO E SILVA
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GAMIFICATION IN DEAF EDUCATION: BILINGUAL MANGA AS A LEARNING MEDIATOR BETWEEN DEAF AND HEARING PEOPLE IN REGULAR SCHOOLS
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Líder : PEDRO LUIZ DOS SANTOS FILHO
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MIEMBROS DE LA BANCA :
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Edneia de Oliveira Alves
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GESSICA FABIELY FONSECA
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PEDRO LUIZ DOS SANTOS FILHO
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Data: 30-jul-2024
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Resumen Espectáculo
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The deaf student is included in the inclusive school, and the presence of the Libras Translator/Interpreter Teacher has been increasingly respected due to the legal regulations that guarantee deaf people the right to this professional in the classroom. However, the challenges of educating these subjects still persist, mainly due to the educational structure that traditionally favors the hearing community, starting with the curriculum. Therefore, it is crucial that teachers recognize the linguistic difference of deaf students and develop strategies for their inclusion in the educational process, especially through their natural language, Libras. It is through Libras that deaf people express themselves and develop in the teaching process, making it vital to facilitate interaction and exchange of knowledge using this language in the school environment. This study proposes a methodological approach through a gamified activity, aiming to promote the teaching of Portuguese as a second language for deaf students and facilitate the socialization of Libras between deaf and hearing people through assistive technology. The objectives include: analyzing the process of teaching Portuguese as a second language in an inclusive school; present a gamified activity for learning Portuguese as a second language, including the production of textual genres such as Manga em Libras by all students in the class; and encourage the use of Libras, through assistive technology, to promote its acquisition and social use among deaf and hearing people. The research used methodological elements of action research (Brau, 2014), involving the Portuguese language teacher and the Libras Translator/Interpreter Teacher from a high school in the State of Rio Grande do Norte. Data collection was carried out in person, using participant observation and semi-structured interviews with the Portuguese Language Teacher, the Libras Translator/Interpreter Teacher and the deaf student, the latter using Libras with appropriate support for her linguistic particularity. The results of the activity were recorded in a field diary. The results point to the need to also target classes for deaf students, currently limited to hearing students. It was observed that the deaf student currently plays predominantly the role of copyist, indicating the urgent need for specific Portuguese teaching for her. Furthermore, a lack of joint planning was identified between the Portuguese Language teacher and the Libras Translator/Interpreter Teacher, highlighting the need for continued training for both. The active methodology, such as gamification, proved to be effective in awakening the interest of deaf and hearing students in learning, as well as in interacting with Libras, facilitating the deaf student's socialization with her classmates. However, the study also highlights the need for curricular accessibility that incorporates the Libras discipline into the regular curriculum, providing deaf people with not only expression, but also social participation through their language. According to Vigotski's historical-cultural theory (2021), the development of the individual occurs from the social to the individual, emphasizing the importance of an educational environment that promotes social exchanges through the deaf person's natural language. This work suggests continuing research to contribute to the education of deaf people and to delve deeper into important issues related to their schooling. The achievements of this research resulted in the creation of a digital manual, derived from its findings, which will serve as a resource for teachers at inclusive schools to engage both deaf and hearing people in teaching Portuguese, using methodologies that integrate Libras into the educational process of deaf people and promote its dissemination among classmates.
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11
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CARLOS ANTÔNIO FREITAS DA SILVA
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THE STORYTELLING AND SOUNDING AS ACCESSIBLE MUSICAL PEDAGOGICAL RESOURCES FOR EARLY CHILDHOOD EDUCATION
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Líder : GESSICA FABIELY FONSECA
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MIEMBROS DE LA BANCA :
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DEBORA DELIBERATO
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GESSICA FABIELY FONSECA
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RITA DE CASSIA BARBOSA PAIVA MAGALHAES
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VIVIANE DOS SANTOS LOURO
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Data: 31-jul-2024
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Resumen Espectáculo
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The present study aimed to analyze the participation of children with disabilities in storytelling and sound activities, used as accessible musical pedagogical resources in Early Childhood Education. Regarding the methodology, a qualitative action research was conducted with 18 children aged 5 to 6 years from a private Early Childhood Education school in the city of Natal/RN. For the research, a pedagogical project of storytelling and sound activities was developed, consisting of 10 weekly meetings, each lasting 30 minutes. During the meetings, activities of storytelling and sound were proposed, incorporating pedagogical-musical practices, such as practical exercises of musical accompaniment, singing games, rhythmic, sound, and gestural imitation games, among other activities. The results pointed to a gap in studies discussing the objectives of this research. It was also found that children with disabilities actively participated in the activities carried out, contributing significantly to their musical development, as well as to the improvement of motor, cognitive, and social skills, in addition to the development of their autonomy, independence, and decision-making. The research also revealed the importance of continuous support from assistants during musical activities. As a product of this process, an e-book was created with information about music and inclusion in Early Childhood Education, a pedagogical-musical didactic sequence aimed at teachers working in basic education, using storytelling and sound as accessible pedagogical resources in Early Childhood Education.
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12
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LUZIA MIRNIA VIEIRA FERNANDES
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Contributions to the teaching of natural sciences: challenges and possibilities in the construction of a didactic sequence for the final years of Elementary School
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Líder : ELIZABETH ROMANI
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MIEMBROS DE LA BANCA :
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ADRIANE CENCI
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ELIZABETH ROMANI
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FABIANE FERREIRA MARTINS
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ROZICLEIDE BEZERRA DE CARVALHO
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Data: 31-jul-2024
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Resumen Espectáculo
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The arrival of students with disabilities in regular classrooms caused significant changes, especially among teachers, who had to transform their teaching practices in order to meet the individualities of all students in increasingly heterogeneous classes. In this regard, the present study arises from the concerns of teachers in the final years of Elementary School who reported the difficulties in teaching certain content to classes that are so diverse in their rhythms and ways of learning. In face of the broad universe of content covered, the research was focused on the curricular component of Natural Sciences. The investigation, with a qualitative approach, exploratory and descriptive in nature, is configured in terms of procedures as collaborative research (Ibiapina and Ferreira, 2005). The research was based on studies by Zabala (1998), (2008), Oliveira (2013), Kranz (2014), Zerbato and Mendes (2021), as well as official documents such as the National Policy on Special Education from the Perspective of Inclusive Education (Brazil, 2008) and the National Common Curricular Base (Brazil, 2017). This research presents as subjects participants teachers and students in the last years of basic education, with the general objective of mapping the challenges and possibilities of teaching-learning of the Natural Sciences discipline taught to a class in the final years of Elementary Education at a school in the public education located in the city of Natal–RN. Specific objectives: identifying, with teachers and students, the most challenging content; elaborate, in a collaboratively way, a didactic sequence with a Universal Design for Learning approach for Natural Sciences classes in an Elementary School class - Final Years; and, evaluate and document the perceptions of those researched involved regarding the product. The questionnaire, focus group and co-design tool were chosen as instruments for data construction. For data analysis, the Bardin method (2011) was adopted. Based on the participants' speeches, the dissertation resulted in the construction of an inclusive didactic sequence on the content “Cells” as part of the curriculum of the Natural Sciences discipline in the 6th year of Elementary School. It is expected that with this work, reflections on teaching will be encouraged, enabling inclusive educational practices to provide effective learning for all students.
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13
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IVANISE ALMEIDA RODRIGUES
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VIRTUAL REPOSITORY OF PEDAGOGICAL ACTIVITIES FROM THE PERSPECTIVE OF LITERACY AND LITERACY IN HOSPITAL AND HOME CONTEXTS: CONTRIBUTIONS TO PEDAGOGICAL PRACTICE AND LEARNING
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Líder : JACYENE MELO DE OLIVEIRA ARAUJO
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MIEMBROS DE LA BANCA :
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ADRIANA GARCIA GONÇALVES
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ADRIANE CENCI
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JACYENE MELO DE OLIVEIRA ARAUJO
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Data: 06-ago-2024
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Resumen Espectáculo
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Playfulness combined with the use of digital information and communication technologies in hospital and home classes represents an important challenge, but also offers valuable opportunities for improving the quality of education and the learning experience of students in this context. In the meantime, it is observed that the inclusion of technological tools in the pedagogical practices of hospital and home classes, in addition to providing playfulness and humanization in the learning process of these students in a state of illness, also ensures digital inclusion in these environments . Based on these findings, the aim of this study was to collaboratively build the “Alfaletrics Digital Repository” tool, contributing to the pedagogical practice of teachers in hospital and home classes, from the perspective of Literacy and Literacy, promoting playfulness in learning . To collect the data, instruments such as questionnaires (via Google Forms) and collective interviews (via Meet) and recording videos produced as records of the virtual meetings were used. The methodology used in the research consists of a qualitative approach, of a participatory nature. To guide reflections on the proposed objective, a theoretical framework was adopted, which takes into account official documents, such as those produced by the Ministry of Education and Culture (MEC), as well as the legal frameworks that validate Hospital and Home Educational Care ( AEHD). This research is also supported by studies on Humanization, Playfulness, Literacy and Literacy, TDICs (Digital Information and Communication Technologies) and Digital Repositories and we have theoretical contributions from the authors: Mattos and Mugiatti, 2019, Leite, 2018; Kishimoto, 2014; Viegas,2020; Silva, 2021; Ferreira, 2016, Souza, 2021, Fernandes, 2022, Schwingel, 2021 (among others), as we understand that these constructs are relevant to support discussions on the topic of this research. The increasingly frequent use of digital technologies in the educational environment has stood out as an element of significant relevance, especially in hospital classes. The incorporation of these technological tools into pedagogical practices not only enriches the learning process, but also provides valuable opportunities for children and adolescents in hospital or home contexts. This allows these students to continue their educational journey in a way that is more accessible, interactive and tailored to their specific needs, thus ensuring an inclusive and comprehensive education in challenging circumstances.
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14
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RENATA LIMA DE MORAIS
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Storytelling supported by alternative communication: effects of autoscopy in teacher training
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Líder : DEBORA REGINA DE PAULA NUNES
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MIEMBROS DE LA BANCA :
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DEBORA DELIBERATO
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DEBORA REGINA DE PAULA NUNES
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EDUARDO JOSÉ MANZINI
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MARIA DE JESUS GONCALVES
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Data: 06-ago-2024
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Resumen Espectáculo
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In recent years, the number of students with Autism Spectrum Disorder (ASD) has grown substantially in regular classes. Despite the increasing presence of this population in schools, research suggests that education professionals have difficulty dealing with students with ASD, mainly due to the sociocommunicative limitations they present. About one-third of these students cannot communicate through speech, making the use of Augmentative and Alternative Communication (AAC) resources essential. In a preschool context, AAC has been adopted in diverse routines, including storytelling activities. Studies suggest that many teachers are unaware of or do not feel prepared to use AAC in such activities. Thus, research highlights the importance of teacher training for the inclusion of students with ASD. One of the growing practices adopted in professional training programs is autoscopia, a self-confrontation procedure aimed at developing reflective teachers. Based on this scenario, the general objective of the present study was to analyze the effects of the autoscopia procedure on the use of AAC in storytelling by teachers of students with ASD. The participants included one teacher and 14 children from a preschool class (level III), among them 3 children with ASD. Four accessible books in AAC were produced for the research, which was conducted at a Municipal Center for Early Childhood Education (CMEI) in the city of Natal. The verbal reports of the teacher and the researcher, recorded during the autoscopia sessions, were analyzed based on Content Analysis. Three categories of analysis were produced for the teacher, including task organization, resources, strategies, self-assessment, and teacher participation in the autoscopia process. In the researcher’s speeches, four categories were considered: resources, strategies, participation of children with ASD, and evaluation of the teacher's practice. The effects of autoscopia on teaching practice were analyzed through a quasi-experimental intrasubject design and evaluated using Non-overlapping Data Percentage (PND). The results revealed that the intervention impacted teaching practices in different ways. A significant increase was observed in the frequency of verbal questions about the story, questions and comments using symbols, as well as the use of closed questions. Despite providing symbols to the students more frequently, the teacher used them little to tell the stories or make verbal comments about the narrative. Observational records indicated that changes in the teacher's behavior favored greater participation of children with ASD in storytelling.
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15
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LOUISE ALANE MARTINS BARBOSA
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SinaLibras: LIBRAS/PORTUGUESE BILINGUAL GLOSSARY of tourist attractions in the city of Natal-RN
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Líder : FLAVIA ROLDAN VIANA
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MIEMBROS DE LA BANCA :
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ADRIANE CENCI
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ALINE DE MENEZES BREGONCI
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FLAVIA ROLDAN VIANA
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PATRÍCIA ARAÚJO VIEIRA
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Data: 07-ago-2024
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Resumen Espectáculo
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In the scenario in which Natal/RN stands out as one of the most visited destinations by tourists in Brazil, the lack of records and documentation in the Brazilian Sign Language (Libras) about the city's tourist attractions has a negative impact on the construction of territorial identity and the dissemination of the culture of the local deaf community. In this context, the mapping of term signs associated with tourist, cultural and historical places in Natal and the consequent dissemination of this information can contribute to promoting inclusion and strengthening the deaf community in Natal. Therefore, the production of accessible pedagogical and/or informational materials plays a fundamental role in the education and inclusion of the deaf community in society, as well as in the construction of their identity and cultural diversity. From this perspective, the systematization of a bilingual Libras/Portuguese glossary, as an educational object, can, in addition to disseminating Libras, provide a visual and learning experience not only for deaf people, but for everyone who accesses it, being considered an essential tool to fill the gap in terms of easily accessible and reliable reference sources for the purposes of consultation and dissemination of term signs inherent to tourist attractions in the city of Natal-RN. Thus, the object of this research is the existing signs of tourist attractions in the city of Natal-RN systematized in a glossary. To this end, we seek to answer the following question: What essential attributes should be contained in the development of a bilingual Libras/Portuguese glossary for recording and disseminating existing signs of tourist attractions used by the deaf community in Natal-RN? In view of the above, the research on screen has the general objective of systematizing a bilingual Libras/Portuguese glossary for recording and disseminating signs of tourist attractions created by the deaf community in Natal-RN. The specific objectives are: i) Identify essential attributes for the development of a bilingual Libras/Portuguese glossary; ii) Map existing signs of tourist attractions in the city of Natal; iii) Register existing signs of tourist attractions in the city of Natal. The research, characterized as applied exploratory, uses a qualitative approach to analyze the data generated from Bardin's principles of thematic analysis through semi-structured interviews applied to Deaf teachers from the Center for Human Sciences, Letters and Arts and the Center for Education of UFRN-Natal, which subsidized the construction of the learning object product of this dissertation, namely: Libras/Portuguese bilingual glossary of tourist attractions in the city of Natal-RN. As a result of the research, the learning object was created; sharing on the SinaLibras website the Bilingual Libras/Portuguese Glossary of tourist attractions in Natal/RN; expansion of the collection of study and research materials for Libras professionals and students; as well as recording the traces of the language and culture of the deaf community in Natal.
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