A língua brasileira de sinais no ensino regular: uma proposição inclusiva para educação bilíngue de alunos surdos e ouvintes no contexto de ensino remoto
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Tipo
Seção Temática
Classficação
Nível técnico
Data
2022
Título do Períodico
Horizontes
ISSN
2317-109X
Página(s)/e-location
e022079
Idioma(s)
pt
Fonte
Fonte
Itatiba
40
1
40
1
Coleções
Resumo
O ensino online estimulou estratégias inovadoras que ultrapassam os limites da sala de aula e proporcionam maneiras de (re)adaptação. O objetivo deste estudo é discutir uma proposta didática para o ensino da Libras ‒ sob a perspectiva inclusiva no contexto do ensino regular remoto ‒ para alunos surdos e ouvintes do 5. o ano do Ensino Fundamental, e demonstrar a importância de práticas adaptadas no desenvolvimento das habilidades educacionais em um mesmo ambiente de ensino. A partir de uma pesquisa-ação mediada pelas tecnologias digitais, propõe-se a educação bilíngue desses alunos. As análises revelaram que a Libras como componente curricular possibilitou ressignificações no processo de ensino-aprendizagem e oportunizou posturas mais empáticas e dialógicas na construção do conhecimento.
In a time of constant transformations caused by the New Coronavirus pandemic in 2020, online education has sparked innovative strategies that go beyond the limits of the classroom, providing forms of innovation and (re) adaptation. In that way, the present study seeks to discuss a didactic idea for the teaching of the Brazilian Sign Language - LIBRAS (in Portuguese), under an inclusive perspective, developed in regular education, in the online context, with students of the 5th year of Elementary School for deaf students and listeners, demonstrating the importance of adapted practices for the development of the educational skills of the class in the same teaching environment. In that way, based on an action research, mediated by digital technologies, we proposed the bilingual education of deaf and hearing students. Our analyzes revealed that Brazilian Signal Language, established as a curricular component, allowed for new meanings in the students' teaching-learning process, allowing for more empathic and dialogical attitudes in the construction of knowledge
In a time of constant transformations caused by the New Coronavirus pandemic in 2020, online education has sparked innovative strategies that go beyond the limits of the classroom, providing forms of innovation and (re) adaptation. In that way, the present study seeks to discuss a didactic idea for the teaching of the Brazilian Sign Language - LIBRAS (in Portuguese), under an inclusive perspective, developed in regular education, in the online context, with students of the 5th year of Elementary School for deaf students and listeners, demonstrating the importance of adapted practices for the development of the educational skills of the class in the same teaching environment. In that way, based on an action research, mediated by digital technologies, we proposed the bilingual education of deaf and hearing students. Our analyzes revealed that Brazilian Signal Language, established as a curricular component, allowed for new meanings in the students' teaching-learning process, allowing for more empathic and dialogical attitudes in the construction of knowledge
Descrição
Palavras-chave
Educação bilíngue, Libras, Surdos, Ouvintes, Bilingual education, Brazilian, Signal language, Deaf, Listeners
Citação
MARTINS, Ana Patricia Sá; SOUSA, Aline Carvalho de. A língua brasileira de sinais no ensino regular: uma proposição inclusiva para educação bilíngue de alunos surdos e ouvintes no contexto de ensino remoto. Horizontes, Itatiba, v. 40, n. 1, p. e022079. 2022. https://doi.org/10.24933/horizontes.v40i1.1392. Disponível em: https://revistahorizontes.usf.edu.br/horizontes/article/view/1392. Acesso em: 2023-04-04