Visualidades surdas na cibercultura: aprendizagens em rede

• Autor(a) principal: Colacique, Rachel
• Data de Publicação: 2018
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/10484
• topic: Cyberculture; Deaf Education; Visualities; Learning Indicators; Cibercultura; Educação de Surdos; Visualidades Indicadores de Aprendizagem; Educação; Computadores e sociedade; Surdos; CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO

The present thesis seeks to investigate the preponderant role of visuality for the learning of deaf people, in the different learning spaces, in the ciberculture / city imbrication, based on parameters that guide the studies of visuality and deaf pedagogy ( Strobel, 2006, 2008, Perlin, 2003, 2006, 2008; Skliar, 1997, 1998). Anchored in the researches with the daily ones (Alves, 2007, 2008, 2012; Certeau, 2009), and understanding the methodological bricolage as an open way to the multi-referential epistemological practice (Macedo, 2010, 2012), we dialogue with virtual ethnography, more specifically with virtual ethnography, together with our research and training devices that legitimize experience and the event as structuring elements of this process (Macedo, 2016). As a central objective in this work, we seek to answer the trigger issue of study: How does learning materialize in cyberculture, especially in social networks, based on the conversations and visual narratives produced and transmitted by the deaf community? In search of permanent dialogue with the subsumption notions that emerged from the field, bringing diverse deaf cultural productions that circulate on the Internet, we problematize the ways in which the present visualities in that environment have contributed to the cultural and identity formation of deaf people, and we discuss the relevant role of the image in this context. The conversations and narratives of cultural practitioners gave us indications of learning from visual images, which were grouped into five dimensions: the linguistic-cognitive and cultural dimension, represented by the use of an ecology of knowledge and its application to situations of practical life, including full mastery of sign language and enhancement of deaf culture;; the formative dimension, evidenced in the relation with the other, in the experience such as interactivity, collaboration, dialogue, among others; the communicational-integrative dimension, which reveals the ability to communicate using different language codes; the behavioral dimension, which reflects socially desirable attitudes and values that characterize and differentiate individuals; and finally, the technological dimension, which leads to the growth of digital network, which changes ways of thinking, being and acting in the world