Programa de Pós-Graduação em Educação Inclusiva - PROFEI
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Item SIGEduc (Escola Digital): Desafios e Contribuições na perspectiva dos estudantes Surdos da Educação de Jovens e Adultos de Mossoró(Universidade Estadual do Paraná, 2011-11-24) Oliveira, Jozilene Melo de Andrade; Mosquera, Carlos Fernando França; https://lattes.cnpq.br/3705543502063474; https://lattes.cnpq.br/0886668133237230; Mosquera, Carlos Fernando França; https://lattes.cnpq.br/3705543502063474; Lemos, Suely Fernandes Coelho; https://lattes.cnpq.br/3530419552943210; Ansay, Noemi Nascimento; https://lattes.cnpq.br/2522951277654216The research investigates the Brazilian public school system, involves the Integrated Management and Education System (SIGEduc) and Deaf students from a Youth and Adult Education (EJA) school in Mossoró, Rio Grande do Norte (RN), during the Covid 19 pandemic (2020 and 2021). In light of the problem of communication barriers for Deaf students in virtual learning environments (VLEs), it is valid to reflect on the viability of these resources, even when they lack accessibility in sign language. Such observations highlight the hypothesis that the inclusion of Brazilian Sign Language (Libras) is essential to ensure equal access to knowledge. Thus, the research question arises: How do SIGEduc (Digital School) and its resources contribute to collaborative teaching practices and foster learning experiences with Deaf students in EJA at a school in Mossoró (RN)? The general objective is to analyze the challenges and contributions of SIGEduc (Digital School) as a linguistic accessibility resource in building an inclusive system, based on the perspectives of bilingual Deaf students and a teacher from an EJA school in Mossoró (RN). The specific objectives are: (a) to investigate the challenges and potentialities of SIGEduc (Digital School) with Deaf EJA students in Mossoró; (b) to understand how the teacher from EJA/Mossoró conducts collaborative work with Deaf students using SIGEduc (Digital School); (c) to point out, from the perspective of Deaf EJA students in Mossoró, issues about access and accessibility to the Digital School in the learning process and inclusion; (d) to develop, as an educational resource, a Libras Tutorial proposed to support the autonomy of Deaf students. The methodological approach is qualitative (Minayo, 2014) and of a descriptive-exploratory nature (Gil, 1999). The research field is an EJA school in Mossoró, part of the state public school system of RN. The research participants are three Deaf students and one teacher from EJA/Mossoró, as described in the inclusion/exclusion criteria. As a research instrument, 10 semi-structured questions were used through interviews conducted after approval by the Research Ethics Committee (CEP). For this, a Libras interpreter was present to mediate communication during data collection. With the transcribed data, Thematic Analysis (Braun; Clarke, 2006) was used to handle the material. From the discussions and results, it is verified that Libras in SIGEduc (Digital School) enables Deaf students to actively participate in the complementary teaching platform by handling information individually and collectively, promoting their autonomy collaboratively in the construction of knowledge. Finally, parallel to the dissertation, a digital resource titled “Bilingual Tutorial for Access to SIGEduc (Digital School) (Libras/Portuguese)” was developed as a digital resource contribution for Deaf EJA students in Mossoró (RN).