Desenvolvimento de material didático para alunos surdos do Ensino Médio: uma abordagem da Teoria Ator-Rede

Abstract

Despite laws that guarantee the presence of deaf students in the classroom through resources such as sign language and the presence of an interpreter, there are many difficulties, especially in relation to subjects with very abstract contents and with technical terms such as the case of Programming Logic. The development of specific material for this discipline can be very useful, but in times of pandemic and social distance, how would construction be possible considering the teacher and interpreter partnership? The approach adopted for the development of this study is exploratory, using qualitative and quantitative methods. In a constructivist and interdisciplinary character, this work aimed to understand the dynamics of distance construction of material for deaf high school students in Programming Logic using available and low-cost materials and technologies. The Actor-Network Theory approach is used, which is based on the idea that human and non-human actors interact linked to a social network of elements, providing an analysis that helps to understand the dynamics of those involved in the construction of the teaching material. In this way, it was possible to observe how these humans or non-humans influenced each other and allowed better choices in the development of teaching materials. In a pilot test, a course on Programming Logic was carried out for deaf students, showing that the teaching material in video classes alone is not enough for the understanding of the deaf student, requiring the mediation of the teacher and interpreter and that this partnership is fundamental for the lesson planning and execution. There is also a preference of students for practice over theory. A questionnaire submitted to expert evaluators in the education of the deaf was applied to verify possible problems in the didactic material, opinions and suggestions were obtained that made possible the improvement in a second version. In the second round of evaluation, a good improvement was achieved in the aspects of visual communication. The results suggest that most of the problems reported about didactics in the first evaluation of the material were in the way of bringing the contents of the Portuguese language to Libras and that the creation of the material can benefit when supported by imagery elements to the detriment of texts only verbal offered by the teacher. The fact that the teacher and the interpreter were not recording the scenes together was one of the difficulties observed in obtaining a more interactive result. Images should be more valued and inserted at the time of construction of the text together with the interpreter so that contents and languages are valued. The communication and interaction between teacher and interpreter needs to be more intensified in order to improve the quality of information for the deaf student. The Actor-Network Theory made it possible to present the importance of non-human actors in the creation of didactic material, such as the storyboard, as well as helping to perceive the connections that must be strengthened, such as that of the teacher and the interpreter.