O ensino de libras como língua adicional em uma abordagem metacognitiva com o uso de objetos digitais de aprendizagem
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2021-04
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Forneck, Kári Lúcia
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No ensino de Libras, por ser de modalidade visuoespacial, requer do aluno aprendiz atenção às habilidades visuais e motoras, para compreensão e execução dos sinais. Por essa razão, nesta proposta intencionou-se levar em consideração esses aspectos na produção de material didático digital, que tenha como características essenciais o apelo visual da proposta, bem como a possibilidade de explorar o campo linguístico da comunidade usuária de Libras. Para embasamento teórico dessa proposta, assumimos os postulados de Sofiato e Reily (2014), Kato (2007), Quadros (2011) e Tarouco (2012). Esta pesquisa teve como objetivo de estudo a produção de objetos digitais de aprendizagem a partir dos níveis fonológico e lexical da Libras, numa abordagem metacognitiva (LEFFA, 1996). Além disso, pretendeu-se analisar as interações dos alunos ouvintes com essas ferramentas e avaliar em que medida os objetos auxiliam na compreensão e no processo de ensino e de aprendizagem dessa língua como língua adicional, em especial no que diz respeito aos feedbacks instrutivos, previstos na estruturação das atividades. A metodologia de análise de dados partiu da abordagem qualitativa, com a criação de objetos digitais de aprendizagem, análise das interações dos usuários com as ferramentas digitais, avaliação e análise do conteúdo da pesquisa de satisfação respondida pelos participantes. Foram produzidos dois Objetos Digitais de Aprendizagem (ODA), contendo temas relacionados à Libras. No primeiro, Interação em Libras I, focou-se em trabalhar o alfabeto manual, os números e as formas de cumprimento; no Interação em Libras II, o foco foram as cores, os materiais escolares e alguns verbos, usando situações reais de comunicação. Nossa expectativa era criar uma ferramenta de apoio aos processos de ensino de Libras, e que pudesse servir de base para futuras pesquisas nessa área, bem como avaliar a interação dos discentes e gerar dados. Os resultados apresentados mostram que o uso dessas ferramentas em contextos de ensino contribui para uma aprendizagem mais dinâmica, colaborativa e interativa, na qual o aprendiz torna-se o protagonista de todo o processo.
Libras, being of a visuospatial modality, requires that the apprentice student pay attention to visual and motor skills, in order to understand and execute the signs. For this reason, the purpose of this proposal was to take these aspects into account in the production of digital didactic material, whose essential characteristics are the visual appeal of the proposal, as well as the possibility of exploring the linguistic field of the Libras user community. For the theoretical basis of this proposal, we assume the postulates of Sofiato and Reily (2014), Kato (2007), Quadros (2011) and Tarouco (2012). This research aimed to study the production of digital learning objects from the phonological and lexical levels of Libras, in a metacognitive approach (LEFFA, 1996). In addition, it was intended to analyze the interactions of listening students with these tools and to assess the extent to which objects help in understanding and in the teaching and learning process of that language as an additional language, especially with regard to the instructive feedbacks, foreseen in the structuring of activities. The data analysis methodology started from the qualitative approach, with the creation of digital learning objects, analysis of the users' interactions with the digital tools, evaluation and analysis of the content of the satisfaction survey answered by the participants. Two Digital Learning Objects (ODA) were produced, containing themes related to Libras. In the first one, Interaction in Libras I, focused on working with the manual alphabet, numbers and forms of compliance; in Interaction in Libras II, the focus was on colors, school materials and some verbs, using real communication situations. Our expectation was to create a tool to support the teaching processes of Libras, and that could serve as a basis for future research in this area, as well as assess the interaction of students and generate data. The results presented show that the use of these tools in teaching contexts contributes to a more dynamic, collaborative and interactive learning, in which the learner becomes the protagonist of the whole process.
Libras, being of a visuospatial modality, requires that the apprentice student pay attention to visual and motor skills, in order to understand and execute the signs. For this reason, the purpose of this proposal was to take these aspects into account in the production of digital didactic material, whose essential characteristics are the visual appeal of the proposal, as well as the possibility of exploring the linguistic field of the Libras user community. For the theoretical basis of this proposal, we assume the postulates of Sofiato and Reily (2014), Kato (2007), Quadros (2011) and Tarouco (2012). This research aimed to study the production of digital learning objects from the phonological and lexical levels of Libras, in a metacognitive approach (LEFFA, 1996). In addition, it was intended to analyze the interactions of listening students with these tools and to assess the extent to which objects help in understanding and in the teaching and learning process of that language as an additional language, especially with regard to the instructive feedbacks, foreseen in the structuring of activities. The data analysis methodology started from the qualitative approach, with the creation of digital learning objects, analysis of the users' interactions with the digital tools, evaluation and analysis of the content of the satisfaction survey answered by the participants. Two Digital Learning Objects (ODA) were produced, containing themes related to Libras. In the first one, Interaction in Libras I, focused on working with the manual alphabet, numbers and forms of compliance; in Interaction in Libras II, the focus was on colors, school materials and some verbs, using real communication situations. Our expectation was to create a tool to support the teaching processes of Libras, and that could serve as a basis for future research in this area, as well as assess the interaction of students and generate data. The results presented show that the use of these tools in teaching contexts contributes to a more dynamic, collaborative and interactive learning, in which the learner becomes the protagonist of the whole process.
Descrição
Palavras-chave
Objetos digitais de aprendizagem; Língua de sinais; Metacognição; Ensino de libras; Língua adicional; Digital learning objects; Sign language; Metacognition; Teaching libras; Additional language
Citação
MARTINS, Keylliane De Sousa. O ensino de libras como língua adicional em uma abordagem metacognitiva com o uso de objetos digitais de aprendizagem. 2021. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 27 abr. 2021. Disponível em: http://hdl.handle.net/10737/3155.