POS CMC- Programas de Pós-graduação Stricto Sensu
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/18
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Resultados da Pesquisa
Item Manual de comunicação em Libras: olhos que veem, mãos que falam(2024-10-17) Alves, Edilson Gomes; Silva, Cirlande Cabral daItem Inclusão de alunos surdos na educação profissional e tecnológica: a comunicação em Libras entre discentes ouvintes e discentes surdos do ensino médio integrado do IFAM/CMC(2024-10-17) Alves, Edilson Gomes; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Araújo, Mônica Dias; http://lattes.cnpq.br/5538217836402363This master's research arose during my experience as a professor in the teacher training programs at the Federal Institute of Education, Science, and Technology of Amazonas (IFAM), Manaus Centro Campus (CMC), when I encountered the inclusion of deaf students regarding the communication that occurred between deaf students and hearing students at the school. This experience was further shaped by the doubts and concerns expressed by fellow educators and also by integrated high school teachers. Thus, the objective of this investigation was to understand how communication in Brazilian Sign Language (Libras) occurs between hearing students and deaf students in the integrated high school at IFAM CMC. The research is structured into three chapters with the following sections: Chapter 1. Special education and the inclusion of people with disabilities, which contains three subsections: 2.1 - Legal foundations for the inclusion of people with disabilities; 2.2 - Paradigms for the inclusion of people with disabilities; and 2.3 - The inclusion of students with disabilities in the school environment. Chapter 2. Specific education for deaf students in professional and technological education, divided into three subsections: 3.1 - Legal foundations concerning Brazilian Sign Language (Libras); 3.2 - Communicational aspects of Libras; and 3.3 - Myths and curiosities about Libras. Chapter 3. The use of assistive technology for the deaf, including subsection 4.1 - Applications or tools for translation and interpretation to facilitate communication, which unfolds into seven tertiary sections: 4.1.1 – Hand Talk; 4.1.2 – Primeira Mão; 4.1.3 – Instant transcription; 4.1.4 – AVA: valuing communication; 4.1.5 – V Libras; 4.1.6 – Communication Mediation Center (CIC); and 4.1.7 – The ICOM. To achieve this, we chose to conduct a qualitative study through a case study at the Federal Institute of Amazonas, Manaus Centro Campus (IFAM CMC). The target population for this investigation will be the deaf students of the integrated high school, their teachers, educators, and Libras interpreters. The data collection instruments we will use include interviews, observation, questionnaires, and field diaries. For data analysis, we will use Discursive Textual Analysis (ATD). The outcome of this research will be an Educational Product - a Manual of Communication in Libras: Eyes that see, hands that speak. The proposal is to present to the school community of the regular education system a Libras manual with basic notions and tips on how to communicate with deaf students, aiming to facilitate communication among hearing students, deaf students, teachers of deaf students, and educators who maintain contact with everyone. Additionally, it will serve as support to facilitate the school inclusion of deaf students, as the Educational Product can be utilized in various sectors of the institution, contributing to basic communicational accessibility between the personnel in the sector and the deaf student.Item 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.