Ensino de Libras para ouvintes: design educacional de ambiente de aprendizagem dialógico (AVA)
Abstract
With the recognition of the Brazilian Sign Language - Libras through the publication of Law
n° 10,436 of 2002 and Federal Decree n° 5,626 of 2005, which regulated it, the teaching of the
language became mandatory in several higher education courses. In addition, the actions of the
“Living Without Limits Plan”, through Decree n° 7,612 of 2011, created conditions for
expanding the training of professionals in the field of deaf education at different levels of sign
language. However, despite this, there is a lack of teaching materials aimed at teaching sign
language as a second language (L2), especially at more advanced levels. Based on the
construction of an interdisciplinary dialogue between Education, Design and Technology, this
thesis aimed to develop educational material to support the study of Libras as a second language
(L2) for students enrolled in a higher education course in translation and interpretation in
Libras/Portuguese Language, conceived under the dialogical perspective of the language in
effective use as a differential. Through the application of methods and techniques of Design,
we sought to identify how this area of knowledge may help in the configuration of pedagogical
materials, and enhance the learning of knowledge of a language in the visual-spatial modality.
Through qualitative research, in the research-application model in education, the instruments
and procedures for data collection were explored using a questionnaire and focus group
technique. In this sense, we have the following assertion as a thesis: That from a visual language
guided by the principles raised by learners and educators, technology is placed as a pedagogical
device to support education, teaching Libras as L2. This study was built based on the cultural historical theory proposed by Vygotsky, and presents issues related to language teaching, new
technologies, visual culture, imagery resources and visual pedagogical practices. As a final
product, a dialogic learning environment (VLE), structured in order to meet the demands
identified with the end users, being presented concepts in Libras, dialogues in Libras, activities
of Libras for Libras, activities of Libras for the Portuguese Language and theoretical aspects of
the language. This thesis aims to contribute to the planning of educational materials that
consider the specificity of the Brazilian Sign Language and, consequently, create more effective
and interactive teaching and learning processes; in addition to innovating by reconciling the
visual aesthetics and the discursive domain present in the activities proposed in the dialogic
learning environment (VLE) developed.
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