Banca de DEFESA: IANY RENATA ARRAIS

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

Educational Technologies. Learning trails. Mathematics. Additive structures. Deaf students.

Brazilian education faces the challenge of including the target audience of Special Education, provided for in the Law of Guidelines and Bases of National Education (Law 9,394/96), in schools. We are constantly searching for an educational model capable of offering students access, permanence, participation and learning, regardless of their specificities, in order to build a fair and egalitarian society. According to the 2021 School Census, there are 21,841 deaf people and 38,990 People with Hearing Impairment, totaling 60,831 enrolled in Brazil, expressing the need for adaptations at school, recognizing them as visual subjects, as it is mainly from the visual senses that the deaf can come to understand the environment. However, due to the specificities 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. The predominant methods for this teaching in the classroom include oral presentations, memorization and repetition of algorithms, which limit access to the content presented and do not meet the specific needs of deaf students. Added to this fact is the lack of teaching materials aimed at this audience, and the lack of adaptations of existing materials. Thus, the object of this research is Digital Information and Communication Technologies (DICT) to assist in skills in the Conceptual Field of Additive Structures for second-year students in the Early Years of Elementary School, through Digital Bilingual Mathematics Learning Trails. This research aims to develop accessible Digital Mathematical Learning Trails for the appropriation of Additive Structures by deaf students in the Early Years of Elementary School. 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. 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. The investigation 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 some teaching practices, helping teachers who lack materials to teach deaf students, which will contribute to the scientific field, closing an important theoretical gap and significantly impacting teaching practice.