Banca de DEFESA: ALDIJANE JALES CARNEIRO E SILVA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : ALDIJANE JALES CARNEIRO E SILVA
DATE: 30/07/2024
TIME: 14:00
LOCAL: https://meet.google.com/wms-geed-wof
TITLE:

GAMIFICATION IN DEAF EDUCATION: BILINGUAL MANGA AS A LEARNING MEDIATOR BETWEEN DEAF AND HEARING PEOPLE IN REGULAR SCHOOLS

KEY WORDS:

Schooling of deaf people. Gamification. Inclusive school. Portuguese language as a second language. Pounds.

PAGES: 110
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Avaliação da Aprendizagem
SUMMARY:

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.

COMMITTEE MEMBERS:
Presidente - 1888150 - PEDRO LUIZ DOS SANTOS FILHO
Interna - 3144003 - GESSICA FABIELY FONSECA
Externa à Instituição - Edneia de Oliveira Alves - UFPB