Programa de Pós-Graduação em Ensino Tecnológico - PPGET
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/28
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Resultados da Pesquisa
Dissertação Produção de videoaulas com tradução em libras: tecnologia assistiva no ensino de Química(2023-11-13) Moraes, Isabele Fernanda Silva de; Chaves, Edson Valente; http://lattes.cnpq.br/5983123273315301; Chaves, Edson Valente; http://lattes.cnpq.br/5983123273315301; Pacheco, Maria Lúcia Tinoco; http://lattes.cnpq.br/8566103887875970; Souza, Renato Henriques deDigital tools play a significant role in chemistry education, serving as widely adopted resources for students to grasp abstract concepts. Among these resources, YouTube stands out as a platform rich in educational content. However, when it comes to addressing the needs of the deaf community in the context of chemistry, the availability of resources is notably limited. One possible approach to mitigate the challenges faced by the deaf community is the implementation of assistive technologies in education, encompassing children, youth, and adults with diverse disabilities. The primary objective of this research is to assess the use of assistive technology resources specifically designed for deaf students in the context of chemistry classes. Additionally, an effort was made to create chemistry video lessons with sign language interpretation (Libras). This research adopts a qualitative approach, aiming to understand the objectives and values of the participants involved in the educational process. To carry out this project, the epistemological basis of action research was employed as the methodology. Three video lessons were developed covering the following topics: Physical Transformations of Matter, Atomic Models, and Chemical Bonds. Each video lesson was divided into three segments: Introduction, presenting the lesson's topic and relevant questions; Development, where concepts were dynamically explained with everyday examples; and Conclusion, encouraging reflection on the lesson and the content's importance for the learning process. The video lessons underwent a validation process with chemistry teachers and members of the deaf community. One observation made during validation highlighted the importance of students' prior knowledge for comprehending the content of the video lessons. Regarding the logical sequence presented in the videos, all teachers expressed acceptance with this aspect. In the question regarding the relevance of incorporating images and animations into video lessons, the deaf community unanimously asserted that this element played a fundamental role in facilitating the understanding of concepts in the field of Chemistry. The implementation of the video lesson with the didactic sequence made the teaching-learning process more dynamic and appealing to the student, as the video lesson was used for review in this process. These results reflect the importance of integrating assistive technology into chemistry classes to meet the needs of the deaf community, providing an inclusive and effective approach to teaching this chemistry discipline.Dissertação Audiodescrição: Ad como recurso didático no ensino da química(2023-02-28) Pimentel, Silvia Janaina de Oliveira; Chaves, Edson Valente; http://lattes.cnpq.br/5983123273315301; Chaves, Edson Valente; http://lattes.cnpq.br/5983123273315301; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Lemos, CátiaThe master's research, proposed here, is part of the Graduate Program in Technological Education of the Federal Institute of Education, Science and Technology of Amazonas-PPGET/IFAM/CMC and is aimed at visually impaired students inserted in inclusive teaching classes medium, without, however, being restricted to this public. Audiodescription is a communication accessibility resource for people with visual impairments that aims to describe image information in words, based mainly on Mota (2012, 2016), Mianes (2016), Lima (2010, 2013) Perdigão (2017) and Vergara Nunes (2016). It has already established parameters, based on the contexts in which it was used, and these have served as guidelines for its use in other spaces, Filho, Machado, Nunes (2017) and Ribeiro (2020), among them, teaching, Nunes (2016). To be adapted to teaching, it is understood that there is a need to think about other parameters for this area, since those that exist do not dialogue directly with didactic pedagogical issues, bringing implications for student learning. Therefore, the research problem consists, based on what has already been established about Audiodescription of static images, to look into the possibility of developing and proposing specific parameters for teaching, taking chemistry as the space for their construction. . Thus, the main point of the study is to develop guiding parameters for the use of Audiodescription as a didactic resource for accessibility in science teaching, with a focus on chemistry teaching. It should be noted that the choice of this subject was due, above all, to the difficulty that students in general have in this field, claiming that they cannot understand chemistry nor understand the importance of their learning for life. In this context, the proposal brings the Pedagogical Didactic Audiodescription, which has the transversal characteristics necessary for the teaching/learning of visually impaired students in inclusive classrooms. The research methodology will be qualitative, Chizzotti (2000), using action research, Thiollent (2005), for data collection and design thinking, Ferreira (2020), to treat the data through its stages: understanding the problem, design solutions, prototype and implementation to generate an educational product. Audiodescription mini-courses and workshops were held in order to identify points relevant to the construction of the educational product.Outro Audiodescrição didático pedagógica para educadores(2023-02-28) Pimentel, Silvia Janaina de Oliveira; Chaves, Edson ValenteThe multidisciplinary thematic notebook, proposed here, is intended for visually impaired students inserted in inclusive high school classes, without, however, being restricted to this public. (Division). Audiodescription is a communication accessibility resource for people with visual impairment that aims to describe the information of images in words, based on Mota (2012, 2016), Mianes (2016), Lima (2010, 2013) Perdigão (2017) and Vergara Nunes (2016). It has parameters already established, from contexts in which it has been employed, and these have served as guidance for its use in other spaces, Filho, Machado, Nunes (2017) and Ribeiro(2020), among them, that of teaching, Nunes (2016). To be accessible to teaching, it is understood that there is a need to think about other parameters for this area, since those that exist do not dialogue directly with didactic-pedagogical issues, bringing implications for student learning. In this context, the proposal brings the Didactic-Pedagogical Audio Description, which has the transversal characteristics to the teaching/learning of visually impaired students in inclusive classrooms.