ENSINO DE FÍSICA CENTRADO NA EXPERIÊNCIA VISUAL: UM ESTUDO COM JOVENS E ADULTOS SURDOS
Autor(a) principal: | |
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Data de Publicação: | 2007 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional Universidade Franciscana |
Texto Completo: | http://tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/95 http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/411 |
Resumo: | This study refers to an empiric research of descriptive qualitative characteristic, which involved the elaboration, conduction and analysis of a Physics teaching proposition for the deaf, centered on visual experience. The teaching proposition combines a Hydrostatics activity sequence, at the introductory level, with the experimentation strategies, learning groups and bilingual communication assisted by an interpreter, in an education perspective that aims at knowledge inclusion. The study aimed to try to comprehend how this proposition is able to assist the deaf in the development of relevant physical concepts, as well as the development of other important subject matters for the integral growth of the human being, having the reference of culture and experience of this community s members. The proposition was elaborated and conducted, centered on visual experience, in a constructivism pedagogical conception of human development, founded on the Vygostky social-historic theory and the meaningful learning theory of Ausubel. Young and adult deaf, who are members of Associação de Pais e Amigos dos Surdos (APAS), of the city of Passo Fundo, RS, have taken part of this research. The participants were assisted at the workshop modality offered by APAS. As data collection instruments, written entries on activity books of the young and adult deaf, the teacher s diary, questionnaires and shootings of the classroom episodes were used. The results analyses were done by using the content analysis method. For the analyses, the young and adult deaf were categorized in groups, namely, Group 1, composed by three students, who attended inclusive classes during their educational journey, without the assistance of an interpreter, and Group 2, composed by two students, who have had a mix of inclusive classes with the assistance of interpreters and classes attended by deaf students only, with teachers who communicated through Brazilian Sign Language. The results of this work indicate that it is possible to include young and adult deaf to knowledge with the use of teaching methods that privilege sight, in which the students demonstrated the possibility of development of conceptual subject matters with the formulation of Hydrostatics introductory concepts, they also demonstrated attitudinal subject matters such as communication, self-esteem, socialization, involvement, interest and curiosity to learn, and proceedings subject matters such as adequate handling of experimental material, measuring executions, observations, regularities examinations, hypothesis confirmation and comparison. As one of the results of this work, a didactical modulus containing the teaching-learning activity sequence used for this study was elaborated and may be used by other teachers as a support to the teaching of the deaf. |
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Barlette, Vania ElisabethCPF:41728408091CPF:54252431034http://lattes.cnpq.br/1240922390678238Souza, Salete de2018-06-27T19:13:23Z2007-06-28SOUZA, Salete de. ENSINO DE FÍSICA CENTRADO NA EXPERIÊNCIA VISUAL: UM ESTUDO COM JOVENS E ADULTOS SURDOS. 2007. 176 f. Dissertação (Mestrado em Ensino de Física) - Universidade Franciscana, Santa Maria, 2007.http://tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/95http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/411This study refers to an empiric research of descriptive qualitative characteristic, which involved the elaboration, conduction and analysis of a Physics teaching proposition for the deaf, centered on visual experience. The teaching proposition combines a Hydrostatics activity sequence, at the introductory level, with the experimentation strategies, learning groups and bilingual communication assisted by an interpreter, in an education perspective that aims at knowledge inclusion. The study aimed to try to comprehend how this proposition is able to assist the deaf in the development of relevant physical concepts, as well as the development of other important subject matters for the integral growth of the human being, having the reference of culture and experience of this community s members. The proposition was elaborated and conducted, centered on visual experience, in a constructivism pedagogical conception of human development, founded on the Vygostky social-historic theory and the meaningful learning theory of Ausubel. Young and adult deaf, who are members of Associação de Pais e Amigos dos Surdos (APAS), of the city of Passo Fundo, RS, have taken part of this research. The participants were assisted at the workshop modality offered by APAS. As data collection instruments, written entries on activity books of the young and adult deaf, the teacher s diary, questionnaires and shootings of the classroom episodes were used. The results analyses were done by using the content analysis method. For the analyses, the young and adult deaf were categorized in groups, namely, Group 1, composed by three students, who attended inclusive classes during their educational journey, without the assistance of an interpreter, and Group 2, composed by two students, who have had a mix of inclusive classes with the assistance of interpreters and classes attended by deaf students only, with teachers who communicated through Brazilian Sign Language. The results of this work indicate that it is possible to include young and adult deaf to knowledge with the use of teaching methods that privilege sight, in which the students demonstrated the possibility of development of conceptual subject matters with the formulation of Hydrostatics introductory concepts, they also demonstrated attitudinal subject matters such as communication, self-esteem, socialization, involvement, interest and curiosity to learn, and proceedings subject matters such as adequate handling of experimental material, measuring executions, observations, regularities examinations, hypothesis confirmation and comparison. As one of the results of this work, a didactical modulus containing the teaching-learning activity sequence used for this study was elaborated and may be used by other teachers as a support to the teaching of the deaf.Este estudo trata de uma pesquisa empírica de cunho qualitativo descritivo, que envolveu a elaboração, condução e análise de uma proposta de ensino de Física para surdos, centrada na experiência visual. A proposta de ensino combina uma seqüência de atividades de Hidrostática, ao nível introdutório, com as estratégias de experimentação, grupos de aprendizagem e comunicação bilíngüe assistida por uma intérprete, em uma perspectiva de educação que visa à inclusão ao conhecimento. O estudo teve como objetivo compreender como essa proposta pode auxiliar aos surdos no desenvolvimento de conceitos físicos relevantes, bem como no desenvolvimento de outros conteúdos importantes ao crescimento integral do ser humano, tendo-se como referência a cultura e a vivência de membros dessa comunidade. A proposta foi elaborada e conduzida centrada na experiência visual, em uma concepção pedagógica construtivista de desenvolvimento humano, fundamentada na teoria sócio-histórica de Vygotsky e na teoria da aprendizagem significativa de Ausubel. Participaram desta pesquisa jovens e adultos surdos integrantes da Associação de Pais e Amigos dos Surdos (APAS), da cidade de Passo Fundo, RS. Os participantes foram atendidos na modalidade de oficina oferecida pela APAS. Como instrumentos de coleta de dados foram utilizados registros escritos dos jovens e adultos surdos em cadernos de atividades, diário de campo do professor, questionários e imagens vídeo filmadas dos episódios da sala de aula. As análises dos resultados foram feitas utilizando-se o método de análise de conteúdo. Para as análises, os jovens e adultos foram categorizados em grupos, a saber: Grupo 1, composto de três alunos, os quais durante sua trajetória educacional freqüentaram classes inclusivas, sem acompanhamento de intérprete, e o Grupo 2, formado por dois alunos que tiveram sua vida educacional mesclada por classes inclusivas com acompanhamento de intérprete e em classe somente freqüentada por alunos surdos, com professores que utilizavam LIBRAS. Os resultados deste trabalho indicam que é possível incluir jovens e adultos surdos ao conhecimento com a utilização de métodos de ensino que privilegiem a experiência visual. Observou-se que os alunos demonstraram a possibilidade de desenvolvimento de conteúdos conceituais com a formulação de conceitos introdutórios da Hidrostática. Demonstraram também conteúdos atitudinais, como: comunicação, auto-estima, socialização, envolvimento, interesse e curiosidade em aprender; e conteúdos procedimentais, como: manuseio adequado do material experimental, realização de medições, observações, verificação de regularidades, comparação e confirmação de hipóteses. Como um dos resultados deste trabalho, foi elaborado um módulo didático contendo a seqüência de atividades de ensino-aprendizagem utilizada para este estudo, o qual poderá ser utilizado por outros professores como apoio ao ensino de surdos.Made available in DSpace on 2018-06-27T19:13:23Z (GMT). No. of bitstreams: 2 Dissertacao_FINAL_SALETE.pdf.jpg: 3381 bytes, checksum: 21cdccf296f128d8658533bbd7ad7acd (MD5) Dissertacao_FINAL_SALETE.pdf: 819735 bytes, checksum: aaaa21f6b1a6c62288e21696c8a1dbaf (MD5) Previous issue date: 2007-06-28Coordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfhttp://tede.universidadefranciscana.edu.br:8080/retrieve/285/Dissertacao_FINAL_SALETE.pdf.jpgporUniversidade FranciscanaMestrado Profissionalizante em Ensino de Física e MatemáticaUFNBREnsino de FísicaEducação de surdosExperiência visualInclusão ao conhecimentoComunicação bilíngüeEnsino de FísicaExperimentaçãoGrupos de aprendizagemDeaf EducationVisual experienceKnowledge inclusionBilingual communicationPhysics EducationExperimentationLearning groupsCNPQ::CIENCIAS EXATAS E DA TERRA::FISICAENSINO DE FÍSICA CENTRADO NA EXPERIÊNCIA VISUAL: UM ESTUDO COM JOVENS E ADULTOS SURDOSinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional Universidade Franciscanainstname:Universidade Franciscana (UFN)instacron:UFNTHUMBNAILDissertacao_FINAL_SALETE.pdf.jpgimage/jpeg3381http://tede.universidadefranciscana.edu.br:8080/bitstream/UFN-BDTD/411/1/Dissertacao_FINAL_SALETE.pdf.jpg21cdccf296f128d8658533bbd7ad7acdMD51ORIGINALDissertacao_FINAL_SALETE.pdfapplication/pdf819735http://tede.universidadefranciscana.edu.br:8080/bitstream/UFN-BDTD/411/2/Dissertacao_FINAL_SALETE.pdfaaaa21f6b1a6c62288e21696c8a1dbafMD52UFN-BDTD/4112018-08-01 08:59:36.765oai:tede.universidadefranciscana.edu.br:UFN-BDTD/411Repositório de Publicaçõeshttp://www.tede.universidadefranciscana.edu.br:8080/http://www.tede.universidadefranciscana.edu.br:8080/oai/requestopendoar:2018-08-01T11:59:36Repositório Institucional Universidade Franciscana - Universidade Franciscana (UFN)false |
dc.title.por.fl_str_mv |
ENSINO DE FÍSICA CENTRADO NA EXPERIÊNCIA VISUAL: UM ESTUDO COM JOVENS E ADULTOS SURDOS |
title |
ENSINO DE FÍSICA CENTRADO NA EXPERIÊNCIA VISUAL: UM ESTUDO COM JOVENS E ADULTOS SURDOS |
spellingShingle |
ENSINO DE FÍSICA CENTRADO NA EXPERIÊNCIA VISUAL: UM ESTUDO COM JOVENS E ADULTOS SURDOS Souza, Salete de Educação de surdos Experiência visual Inclusão ao conhecimento Comunicação bilíngüe Ensino de Física Experimentação Grupos de aprendizagem Deaf Education Visual experience Knowledge inclusion Bilingual communication Physics Education Experimentation Learning groups CNPQ::CIENCIAS EXATAS E DA TERRA::FISICA |
title_short |
ENSINO DE FÍSICA CENTRADO NA EXPERIÊNCIA VISUAL: UM ESTUDO COM JOVENS E ADULTOS SURDOS |
title_full |
ENSINO DE FÍSICA CENTRADO NA EXPERIÊNCIA VISUAL: UM ESTUDO COM JOVENS E ADULTOS SURDOS |
title_fullStr |
ENSINO DE FÍSICA CENTRADO NA EXPERIÊNCIA VISUAL: UM ESTUDO COM JOVENS E ADULTOS SURDOS |
title_full_unstemmed |
ENSINO DE FÍSICA CENTRADO NA EXPERIÊNCIA VISUAL: UM ESTUDO COM JOVENS E ADULTOS SURDOS |
title_sort |
ENSINO DE FÍSICA CENTRADO NA EXPERIÊNCIA VISUAL: UM ESTUDO COM JOVENS E ADULTOS SURDOS |
author |
Souza, Salete de |
author_facet |
Souza, Salete de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Barlette, Vania Elisabeth |
dc.contributor.advisor1ID.fl_str_mv |
CPF:41728408091 |
dc.contributor.authorID.fl_str_mv |
CPF:54252431034 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/1240922390678238 |
dc.contributor.author.fl_str_mv |
Souza, Salete de |
contributor_str_mv |
Barlette, Vania Elisabeth |
dc.subject.por.fl_str_mv |
Educação de surdos Experiência visual Inclusão ao conhecimento Comunicação bilíngüe Ensino de Física Experimentação Grupos de aprendizagem |
topic |
Educação de surdos Experiência visual Inclusão ao conhecimento Comunicação bilíngüe Ensino de Física Experimentação Grupos de aprendizagem Deaf Education Visual experience Knowledge inclusion Bilingual communication Physics Education Experimentation Learning groups CNPQ::CIENCIAS EXATAS E DA TERRA::FISICA |
dc.subject.eng.fl_str_mv |
Deaf Education Visual experience Knowledge inclusion Bilingual communication Physics Education Experimentation Learning groups |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS EXATAS E DA TERRA::FISICA |
description |
This study refers to an empiric research of descriptive qualitative characteristic, which involved the elaboration, conduction and analysis of a Physics teaching proposition for the deaf, centered on visual experience. The teaching proposition combines a Hydrostatics activity sequence, at the introductory level, with the experimentation strategies, learning groups and bilingual communication assisted by an interpreter, in an education perspective that aims at knowledge inclusion. The study aimed to try to comprehend how this proposition is able to assist the deaf in the development of relevant physical concepts, as well as the development of other important subject matters for the integral growth of the human being, having the reference of culture and experience of this community s members. The proposition was elaborated and conducted, centered on visual experience, in a constructivism pedagogical conception of human development, founded on the Vygostky social-historic theory and the meaningful learning theory of Ausubel. Young and adult deaf, who are members of Associação de Pais e Amigos dos Surdos (APAS), of the city of Passo Fundo, RS, have taken part of this research. The participants were assisted at the workshop modality offered by APAS. As data collection instruments, written entries on activity books of the young and adult deaf, the teacher s diary, questionnaires and shootings of the classroom episodes were used. The results analyses were done by using the content analysis method. For the analyses, the young and adult deaf were categorized in groups, namely, Group 1, composed by three students, who attended inclusive classes during their educational journey, without the assistance of an interpreter, and Group 2, composed by two students, who have had a mix of inclusive classes with the assistance of interpreters and classes attended by deaf students only, with teachers who communicated through Brazilian Sign Language. The results of this work indicate that it is possible to include young and adult deaf to knowledge with the use of teaching methods that privilege sight, in which the students demonstrated the possibility of development of conceptual subject matters with the formulation of Hydrostatics introductory concepts, they also demonstrated attitudinal subject matters such as communication, self-esteem, socialization, involvement, interest and curiosity to learn, and proceedings subject matters such as adequate handling of experimental material, measuring executions, observations, regularities examinations, hypothesis confirmation and comparison. As one of the results of this work, a didactical modulus containing the teaching-learning activity sequence used for this study was elaborated and may be used by other teachers as a support to the teaching of the deaf. |
publishDate |
2007 |
dc.date.issued.fl_str_mv |
2007-06-28 |
dc.date.accessioned.fl_str_mv |
2018-06-27T19:13:23Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
SOUZA, Salete de. ENSINO DE FÍSICA CENTRADO NA EXPERIÊNCIA VISUAL: UM ESTUDO COM JOVENS E ADULTOS SURDOS. 2007. 176 f. Dissertação (Mestrado em Ensino de Física) - Universidade Franciscana, Santa Maria, 2007. |
dc.identifier.uri.fl_str_mv |
http://tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/95 http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/411 |
identifier_str_mv |
SOUZA, Salete de. ENSINO DE FÍSICA CENTRADO NA EXPERIÊNCIA VISUAL: UM ESTUDO COM JOVENS E ADULTOS SURDOS. 2007. 176 f. Dissertação (Mestrado em Ensino de Física) - Universidade Franciscana, Santa Maria, 2007. |
url |
http://tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/95 http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/411 |
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Universidade Franciscana |
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Mestrado Profissionalizante em Ensino de Física e Matemática |
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UFN |
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BR |
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Ensino de Física |
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Universidade Franciscana |
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