A língua brasileira de sinais no ensino de Física para surdos: tecnologias assistivas como suporte educacional

• Ano de defesa: 2023
• Autor(a) principal: Santos, Rafael Nascimento
• Orientador(a): Mezzaroba, Cristiano
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Educação
• Palavras-chave em Português: Educação - estudo e ensino; Língua brasileira de sinais; Inclusão escolar; Surdos; Educação; Ensino - meios auxiliares; Tecnologia educacional; Educação de Surdos; Ensino de Física; Tecnologias assistivas
• Palavras-chave em Inglês: Deaf individuals; education; Physics teaching; School inclusion; Assistive technologies
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://ri.ufs.br/jspui/handle/riufs/18693

The systematic education of deaf individuals, more specifically physics teaching, faces challenges that involve teachers, translators/interpreters of Brazilian Sign Language – Libras, and mainly deaf students. The translators/interpreters of Libras find difficulties in conveying some concepts and explaining formulas when teaching physics using signs since some concepts and phenomena do not allow literal interpretation. Consequently, these factors compromise deaf students’ teaching and learning. In such context, the use of assistive technology resources appears as an important ally in deaf students’ physics learning. Therefore, this study aimed to investigate education resources and/or technologies used by teachers to/with deaf students using Libras to teach physics. This is a qualitative study with a descriptive and analytical approach, characterized as a case study. To achieve its aims, a bibliographic survey was conducted, which provided the theoretical basis about the theme. Next, data was collected using a questionnaire that was applied to 4 of the 5 teachers who teach and/or used to teach physics to deaf students at the Silvio Romero State School, located in Lagarto, Sergipe – Brazil. The reports analyzed showed that teachers are interested in learning Libras; however, they find many obstacles to be overcome. Such hurdles include appropriating inclusion public policies and investing in continuous education, with the purpose of seeking strategies to implement assistive technology, to be able to modify the insertion system to effectively include deaf students in their lessons. We concluded that teachers still lack knowledge about assistive technology and Libras, mainly related to deaf students’ teaching/learning processes. There are also challenges to be overcome such as the institution of a continuous education process and the concern with effectively including deaf students to the classroom dynamics.