Processo formativo docente no ensino-aprendizagem de conceitos estatísticos à estudantes surdos numa perspectiva inclusiva
The present work aims to analyze a training process with a collaborative group, formed by teachers from the early stages of Elementary School, teachers from the Educational Service Specialist - ESA and translators/interpreters of Brazilian sign language - Libras, about the teaching-learning of st...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/49780 |
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| Resumo: | The present work aims to analyze a training process with a collaborative group, formed by
teachers from the early stages of Elementary School, teachers from the Educational Service
Specialist - ESA and translators/interpreters of Brazilian sign language - Libras, about the
teaching-learning of statistical concepts, with the use of Digital Information and Communication
Technologies - DICT, for deaf students. The specific objectives defined for this were: To identify
the knowledge of teachers in the early stages, ESA, translators/interpreters of Brazilian sign
language - Libras and the deaf student about statistical knowledge; develop a training process for
the development of statistical literacy, based on the PPDAC Investigative Cycle, having as a final
product the elaboration of an accessible didactic sequence in Libras; Collaboratively analyze the
execution of the didactic sequence with the deaf student. These objectives sought to answer the
following question: How can a formative process in Mathematics teaching, with teachers of deaf
students and translators/interpreters of Brazilian sign language - Libras, contribute to the
development of the statistical literacy of these students in a bilingual perspective? It is a
qualitative research approach of the collaborative type and interpretive paradigm, since it happens
through the construction and interaction between the researcher and the subjects participating in
the research in the school context and with training meetings, dialogues and action planning in the
search to facilitate the teaching and learning process of mathematics. The procedures take place in
the stages of co-situation, cooperation and co-production, and the training process in the
perspective of the Spiral “RePare” adopted in the Northeast Mathematics Education Network.
Diagnostic instruments are applied with teachers and students participating in the research, at the
beginning of the process, and, at the end, the analysis is carried out by means of an instrument for
evaluating the training applied to teachers. As a product of this work, a didactic sequence
elaborated through an inclusive lesson plan was produced, in a collaborative way, and applied in
the classroom, which relates daily games to the student and statistical literacy using pedagogical
strategies visuality-based. As a result of the didactic sequence, the teachers concluded that the use
of images can facilitate learning for all students, including the deaf. Regarding the analysis of the
training process: The teachers express the desire that other training cycles take place involving all
the teachers in the school. |
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