Mendonça o ensino de estudantes surdos com o apoio de recursos digitais: intervenções pedagógicas com professores em uma perspectiva bilíngue

Abstract

This research aimed to investigate the teaching of deaf students from the use of digital resources through a pedagogical intervention with teachers with the purpose to building an e-book in a bilingual perspective in the early years of elementary school at Basic Education Unit (BEU) Bilingual Libras (Brazilian Language Sign) and Portuguese Written Language. As for the methodological aspects, the research is classified as applied from the point of view of approaching the problem and is characterized as quantitative and qualitative. As for the objectives, the investigation is defined as exploratory. The research is also qualified regarding the procedures as a participant of the pedagogical intervention type in the collaborative perspective. The place of investigation was the Libras Bilingual and Written Portuguese Language Basic Education Unit located in the city of São Luís-MA. The investigation had the participation of 6 (six) teachers and 1 (one) pedagogical coordinator. The instruments used were questionnaires, mobile apps (Alpha-Libras, AdeLibras, Librário e Libras Português silabário). Data were collected through a questionnaire and analyzed using the content analysis technique. The results showed that in the context of the Covid-pandemic 19 (SARS-CoV-2), three of the teachers (50%) adopted as main strategies and methodologies the use of communication apps through messages and video calls installed on their mobile devices such as cell phones and tablets. Another relevant fact concerns the limitations in remote teaching with deaf students, because six of the teachers (100%) and the pedagogical coordinator declared limitations in the domain of Libras and written Portuguese language by the students. Regarding the use of digital resources, all investigated teachers (100%) declared to use them in their pedagogical practice and believe that they can contribute to the diversification of practices in attending to bilingual education. The intervention in the collaborative perspective happened in a dynamic and interactive way, allowed the necessary interactions between the participants to consolidate the research objectives and confirmed the digital resources (apps) as pedagogical possibilities for teachers in teaching deaf students, highlighting the needing for investment of public policies in the teachers formation and also in equipment and resources for schools in order to ensure new teaching alternatives for deaf students in a bilingual perspective.