O uso de ferramentas digitais na autoavaliação docente no contexto da educação bilíngue de surdos

Abstract

Strictly linked to the domain of the Brazilian Sign Language (Libras), there is the school development of the deaf student. However, due to a lack of practice in the family environment, it relays to the school environment the need of committing to the use of sign language, since there is a projection that this student will have colleagues he can interact with through it. Marta Gràcia et al. (2017a), based on the teaching of oral language as a role of the school for hearing students, created the Oral Language Teaching Assessment Scale – Decision Making System (EVALOE-SSD), which was adapted (LACERDA, 2018) to be used in the context of Deaf Education, aiming to favor the use and development of Libras by students. In this sense, this study proposes to observe and analyze the reflections regarding the pedagogical practices carried out by a bilingual teacher in the context of deaf education, using an adaptation of the EVALOE-SSD as a base. In this study, a Kindergarten teacher, responsible for the Libras instructional room (deaf students) in a municipal school, used the scale in a digital version. The results indicate that the adaptations made in the scale for the context of Deaf Education were satisfactory; that in the different axes of the scale, the teacher presented reflections and advances related to her pedagogical practice and that in the final questionnaire she could make relevant suggestions for the improvement of the scale in the context of Deaf Education.