O olhar discente sobre as práticas docentes surdas e o uso de ferramentas educacionais digitais
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...
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Ferramentas educacionais digitais Formação inicial de surdos Práticas docentes surdas Letras libras - língua portuguesa CNPQ::CIENCIAS HUMANAS::EDUCACAO |
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Ferramentas educacionais digitais Formação inicial de surdos Práticas docentes surdas Letras libras - língua portuguesa CNPQ::CIENCIAS HUMANAS::EDUCACAO Silva, Lidiane Pereira da O olhar discente sobre as práticas docentes surdas e o uso de ferramentas educacionais digitais |
| description |
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 aimed to analyze the perception of deaf students in the Licentiate Degree
Course in Letters-Libras/Portuguese Language of Federal University of Rio Grande do
Norte (UFRN) about the use of digital educational tools in the teaching and learning
process. For this, specifically, the objective was: i) to 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 Letters-Libras/Portuguese Language at UFRN in training; and
iii) diagnose training needs regarding the use of digital educational tools in the teaching
practices of deaf academics. This work brings as a theoretical contribution Deaf
Studies in education in a critical conception, which highlights the role of sign language
in the production of experiences which enable us to (re)think the uses of digital
technologies in the training of deaf students. In this way, it is possible to articulate the
issues raised by the students themselves, 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/Libras/Portuguese Language 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) 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. |
| author2 |
Viana, Flávia Roldan |
| author_facet |
Viana, Flávia Roldan Silva, Lidiane Pereira da |
| format |
masterThesis |
| author |
Silva, Lidiane Pereira da |
| author_sort |
Silva, Lidiane Pereira da |
| title |
O olhar discente sobre as práticas docentes surdas e o uso de ferramentas educacionais digitais |
| title_short |
O olhar discente sobre as práticas docentes surdas e o uso de ferramentas educacionais digitais |
| title_full |
O olhar discente sobre as práticas docentes surdas e o uso de ferramentas educacionais digitais |
| title_fullStr |
O olhar discente sobre as práticas docentes surdas e o uso de ferramentas educacionais digitais |
| title_full_unstemmed |
O olhar discente sobre as práticas docentes surdas e o uso de ferramentas educacionais digitais |
| title_sort |
o olhar discente sobre as práticas docentes surdas e o uso de ferramentas educacionais digitais |
| publisher |
Universidade Federal do Rio Grande do Norte |
| publishDate |
2024 |
| url |
https://repositorio.ufrn.br/handle/123456789/57169 |
| work_keys_str_mv |
AT silvalidianepereirada oolhardiscentesobreaspraticasdocentessurdaseousodeferramentaseducacionaisdigitais |
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1790056214046965760 |
| spelling |
ri-123456789-571692024-01-04T20:16:07Z O olhar discente sobre as práticas docentes surdas e o uso de ferramentas educacionais digitais Silva, Lidiane Pereira da Viana, Flávia Roldan https://orcid.org/0000-0002-7289-4512 http://lattes.cnpq.br/4756646407294958 Bregonci, Aline de Menezes Fonseca, Gessica Fabiely http://lattes.cnpq.br/2836927327702138 Ferramentas educacionais digitais Formação inicial de surdos Práticas docentes surdas Letras libras - língua portuguesa CNPQ::CIENCIAS HUMANAS::EDUCACAO 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 aimed to analyze the perception of deaf students in the Licentiate Degree Course in Letters-Libras/Portuguese Language of Federal University of Rio Grande do Norte (UFRN) about the use of digital educational tools in the teaching and learning process. For this, specifically, the objective was: i) to 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 Letters-Libras/Portuguese Language at UFRN in training; and iii) diagnose training needs regarding the use of digital educational tools in the teaching practices of deaf academics. This work brings as a theoretical contribution Deaf Studies in education in a critical conception, which highlights the role of sign language in the production of experiences which enable us to (re)think the uses of digital technologies in the training of deaf students. In this way, it is possible to articulate the issues raised by the students themselves, 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/Libras/Portuguese Language 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) 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. Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES O uso de tecnologias digitais pelos indivíduos promove práticas socioculturais que refletem diretamente nos processos de aprender. No contexto acadêmico, o estudante surdo vivencia experiências que configuram um processo de ensino e aprendizagem visual. Reconhecendo a necessidade de se adotar metodologias que sintonizem os cursos de ensino superior com desafios tecnológicos da atualidade e que contemplem os aspectos visuais da cultura surda, este trabalho objetivou analisar a percepção de alunos surdos do Curso de Licenciatura em Letras-Libras/Língua Portuguesa da Universidade Federal do Rio Grande do Norte (UFRN) acerca do uso das ferramentas educacionais digitais no processo de ensino e aprendizagem. Para isso, de modo específico, objetivou-se: i) identificar a percepção de estudantes surdas em formação sobre o uso das ferramentas educacionais digitais no processo de ensino e aprendizagem; ii) identificar o perfil e apropriação tecnológica dos estudantes surdos do Curso de Licenciatura em Letras-Libras/Língua Portuguesa da UFRN em formação; e iii) diagnosticar as necessidades formativas quanto ao uso de ferramentas educacionais digitais nas práticas docentes de acadêmicos surdos. Este trabalho traz como aporte teórico os Estudos Surdos em educação na concepção crítica, que destaca o papel da língua de sinais na produção de experiências as quais nos possibilitam (re)pensar os usos das tecnologias digitais na formação de estudantes surdos. Dessa forma, é possível articular as questões trazidas pelos próprios estudantes, colocando-os como protagonistas da sua própria formação. A pesquisa assumiu abordagem qualitativa com delineamento descritivo-interpretativo e elementos de um estudo de caso. Os sujeitos participantes foram cinco estudantes surdas do curso de Letras-Libras/Língua Portuguesa da UFRN, regularmente matriculadas na disciplina de Estágio Supervisionado de Formação de Professores para o Ensino Fundamental. Os dados foram coletados a partir de uma entrevista semiestruturada realizada em Língua Brasileira de Sinais, registrada por intermédio de vídeogravações realizadas na plataforma digital Zoom Meetings. A análise dos dados se deu mediante a técnica da análise de conteúdo, com base em Bardin, organizados em três categorias de análise: 1) utilização das ferramentas educacionais digitais em sala de aula; 2) identificação das ferramentas educacionais digitais: na vida acadêmica dos discentes surdos, e 3) tipos de metodologias de ensino aplicadas com as ferramentas educacionais digitais pelos docentes. Os resultados encontrados permitem destacar aspectos importantes nas implicações pedagógicas favoráveis à utilização de ferramentas educacionais digitais no processo de ensino e aprendizagem de estudantes surdos, como o potencial de versatilidade desses recursos nas estratégias pedagógicas, sobretudo, com a Língua Portuguesa escrita. Porém, importa considerar que apenas o uso desses recursos, sem uma efetiva objetividade e criticidade, não implica em rupturas de práticas metodológicas enraizadas ao longo do tempo. Para isso, é demandado esforço, tempo e estudo. E é nesse sentido que outras pesquisas devem surgir para fomentar novas perspectivas que contribuam para a notabilização do assunto. 2024-01-04T20:15:35Z 2024-01-04T20:15:35Z 2023-10-20 masterThesis SILVA, Lidiane Pereira da. O olhar discente sobre as práticas docentes surdas e o uso de ferramentas educacionais digitais. Orientadora: Dra. Flávia Roldan Viana. 2023. 164f. Dissertação (Mestrado em Educação) - Centro de Educação, Universidade Federal do Rio Grande do Norte, Natal, 2023. https://repositorio.ufrn.br/handle/123456789/57169 pt_BR Acesso Aberto application/pdf Universidade Federal do Rio Grande do Norte Brasil UFRN PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO |