Banca de DEFESA: ANDERSON RAFAEL SIQUEIRA NASCIMENTO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : ANDERSON RAFAEL SIQUEIRA NASCIMENTO
DATA : 28/08/2020
HORA: 14:00
LOCAL: via tecnologia remota
TÍTULO:

An analysis of accessibility for deaf students expressed in the virtual pedagogical model of the Federal University of Recôncavo da Bahia.

PALAVRAS-CHAVES:

Deaf students - Education. Virtual reality in education. Accessibility. Distance learning. Inclusive education.

PÁGINAS: 163
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
RESUMO:

This research aims to investigate about the accessibility for deaf students in the virtual pedagogical model at Federal University of Recôncavo da Bahia (UFRB), guiding or not the teachers in order to offer a virtual learning environment accessible to the referred group, in a way to make them autonomous and active. The historical, theoretical, and legal assumptions in deaf education and their relationship with Distance Learning were discussed. The qualitative methodological choice, characterized as an exploratory and descriptive research, has applied for the case study procedures, participant observation and documentary register to collect data information. The study was carried out considering the assumption in UFRB virtual pedagogical model and the participant observation into the Brazilian Sign Language (‘LIBRAS’) subject that is part of the Mathematics Degree course syllabi, in distance learning modality. The argument which has justified the data analysis was based on the Brazilian laws, on the institutional legal norms from our University, and on the theoretical foundation of authors such as Vygotsky, Carlos Skliar, Ronice Quadros, Jerome S. Bruner, Lorenzo Garcia Aretio, Greg Kearsley, Daniel Mill, Michael Moore, Oreste Preti, among others. The results showed that although UFRB virtual pedagogical model is based on five basic principles, and that this model admittedly contributes to teaching practice, it is neglectful on the deaf students’ needs. The document mentions the word “accessibility” only twice; however, it presents digital inclusion as its fifth principle, an aspect that expresses the lack of accessibility as a factor that generates exclusion. Nevertheless, there is no mention of either how to do it or whom you should seek to ask for help. Regarding the participant observation, the didactic material production guide was analyzed, in which there was also an omission concerning deaf people accessibility. Teachers can access several visual resources to be used in the virtual learning environment construction for the subjects they are in charge of. In relation to that, it was observed that in the ‘LIBRAS’ virtual learning environment arrangement, some icons were available, to facilitate visual identification of weekly activities, transcribed videos, and Brazilian subtitled movies. All these materials were divided by colors. However, based on the reflections raised throughout this investigation, we considered fourteen suggestions and recommendations for the elaboration of a virtual learning environment. They were applied to the subject analyzed here, that is, ‘LIBRAS’. Thus, we recommend a restatement for UFRB virtual pedagogical model and we suggest the opening of the discussion to include deaf people in the current debate.

MEMBROS DA BANCA:
Interno - 1524738 - ALESSANDRA SANTANA SOARES E BARROS
Presidente - 125.731.595-15 - MIGUEL ANGEL GARCIA BORDAS - UFBA
Externo à Instituição - PATRICIA CARLA DA HORA CORREIA - UNEB
Externo ao Programa - 1660035 - REGIANE DA SILVA BARBOSA