Banca de DEFESA: LIDIANE PEREIRA DA SILVA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : LIDIANE PEREIRA DA SILVA
DATE: 20/10/2023
TIME: 09:00
LOCAL: AUDITÓRIO DO NEPSA II
TITLE:

STUDENT VIEWS ON DEAF TEACHING PRACTICES AND THE USE OF DIGITAL EDUCATIONAL TOOLS

KEY WORDS:

Digital Educational Tools; Initial training for deaf people; Deaf teaching practices; Letters - Portuguese and Libras.

PAGES: 164
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Tópicos Específicos de Educação
SPECIALTY: Educação Especial
SUMMARY:

The use of digital technologies by individuals promotes sociocultural practices that directly reflect on learning processes. In the academic context, deaf students experience experiences that configure a visual teaching and learning process. Recognizing the need to adopt methodologies that align higher education courses with current technological challenges and that consider the visual aspects of deaf culture, this work had the general objective of analyzing the perception of deaf students on the Degree in Literature - Portuguese Language and Libras from the Federal University of Rio Grande do Norte (UFRN) about the use of digital educational tools in the teaching and learning process. To this end, we set out specific objectives, namely: i) identify the perception of deaf students in training regarding the use of digital educational tools in the teaching and learning process; ii) identify the profile and technological appropriation of deaf students on the Degree Course in Literature - Portuguese Language and Libras at UFRN in training; and, iii) diagnose training needs regarding the use of digital educational tools in the teaching practices of deaf academics. The study brings Deaf Studies in education as a theoretical contribution in a critical conception that highlights the role of sign language in the production of experiences, which guides us to (re)think the uses of digital technologies in the training of deaf students. Articulating the issues that involve the reflections brought by the students themselves is placing them as protagonists of their own training. The research took a qualitative approach with a descriptive-interpretive design and elements of a case study. The participating subjects were five deaf students from the Literature - Portuguese Language and Libras course at UFRN, regularly enrolled in the Supervised Internship in Teacher Training for Elementary Education. Data were collected from a semi-structured interview carried out in Brazilian Sign Language, recorded through video recordings made on the Zoom Meetings digital platform. Data analysis was carried out using the content analysis technique, based on Bardin, organized into three categories of analysis: 1) the use of digital educational tools in the classroom; 2): identification of digital educational tools: in the academic lives of deaf students, and 3) types of teaching methodologies applied with digital educational tools by teachers. The results found allow us to highlight important aspects in the pedagogical implications favorable to the use of digital educational tools in the teaching and learning process of deaf students, such as the potential versatility of these resources in pedagogical strategies, especially with written Portuguese. However, it is important to consider that the mere use of these resources, without effective objectivity and criticality, does not imply disruption of methodological practices rooted over time. This requires effort, time and study. And it is in this sense that other research must emerge to encourage new perspectives that contribute to the notability of the subject.

COMMITTEE MEMBERS:
Presidente - 2313711 - FLAVIA ROLDAN VIANA
Interna - 3144003 - GESSICA FABIELY FONSECA
Externo à Instituição - ALINE DE MENEZES BREGONCI - UFES