A collaborative experience between a deaf teacher, a sign language interpreter and a hearing teacher in planning a robotics course for deaf students

Detalhes bibliográficos
Autor(a) principal: de Bastos, Amelia Rota Borges
Data de Publicação: 2022
Outros Autores: Virginio da Silva, Cássia Michele, Dantas, Lucas Maia
Tipo de documento: Artigo
Idioma: por
Título da fonte: Actio (Curitiba)
Texto Completo: https://periodicos.utfpr.edu.br/actio/article/view/15273
Resumo: The teaching of Robotics has been widely spread in the educational scenario. However, with regard to the teaching of deaf students, the topic is still incipient, demanding theoretical-methodological propositions that enable access to this field of knowledge. The article presents a descriptive case study research, which sought to investigate the challenges and possibilities of proposing a robotics course for deaf students organized by a deaf teacher, a hearing teacher and an interpreter of Brazilian Sign Language (Libras). The qualitative research was carried out through a case study. The case analyzed in this investigation is related to the collaborative planning process involving the deaf teacher/researcher, the common school teacher and the Libras interpreter in the proposition of a robotics course aimed at deaf students. Data was collected through the filming of the planning meetings, the field diary and semi-structured interviews. The data went through thematic analysis, a procedure that, according to Braun and Clarke (2006), allows the researcher to identify, analyze, interpret and report facts and situations that are repeated or that are unusual in a given context. The results of the investigation showed that planning in a collaborative perspective involving ordinary school teachers, deaf teachers and interpreters, combined with the use of a visual pedagogy adapted to the learning characteristics of deaf students, makes addressing topics relevant to the intellectual and scientific development, such as robotics, possible despite the scarcity of signs in Libras. In addition, collaborative planning was a powerful training instrument, since specific knowledge was shared.
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spelling A collaborative experience between a deaf teacher, a sign language interpreter and a hearing teacher in planning a robotics course for deaf studentsExperiência colaborativa entre professor surdo, intérprete e professor ouvinte no planejamento de um curso de robótica para estudantes surdos7.08.07.05-1 Educação EspecialLibras; Surdez; RobóticaLibras; Deafness; RoboticsThe teaching of Robotics has been widely spread in the educational scenario. However, with regard to the teaching of deaf students, the topic is still incipient, demanding theoretical-methodological propositions that enable access to this field of knowledge. The article presents a descriptive case study research, which sought to investigate the challenges and possibilities of proposing a robotics course for deaf students organized by a deaf teacher, a hearing teacher and an interpreter of Brazilian Sign Language (Libras). The qualitative research was carried out through a case study. The case analyzed in this investigation is related to the collaborative planning process involving the deaf teacher/researcher, the common school teacher and the Libras interpreter in the proposition of a robotics course aimed at deaf students. Data was collected through the filming of the planning meetings, the field diary and semi-structured interviews. The data went through thematic analysis, a procedure that, according to Braun and Clarke (2006), allows the researcher to identify, analyze, interpret and report facts and situations that are repeated or that are unusual in a given context. The results of the investigation showed that planning in a collaborative perspective involving ordinary school teachers, deaf teachers and interpreters, combined with the use of a visual pedagogy adapted to the learning characteristics of deaf students, makes addressing topics relevant to the intellectual and scientific development, such as robotics, possible despite the scarcity of signs in Libras. In addition, collaborative planning was a powerful training instrument, since specific knowledge was shared.O ensino de Robótica vem sendo amplamente difundido no cenário educacional. Entretanto, no que concerne ao ensino de estudantes surdos, o tema é ainda incipiente, demandando proposições teórico-metodológicas que viabilizem o acesso a esse campo do saber. O artigo apresenta uma pesquisa do tipo estudo de caso descritivo, que buscou investigar os desafios e as possibilidades da proposição de um curso de Robótica para estudantes surdos a partir da tríade professor surdo, professor ouvinte e intérprete de Língua Brasileira de Sinais (Libras). A pesquisa, de característica qualitativa, foi realizada por meio de um estudo de caso. O caso analisado nesta investigação relaciona-se ao processo de planejamento colaborativo envolvendo a professora/pesquisadora surda, a professora do ensino comum e a intérprete de Libras na proposição de um curso de robótica voltado para estudantes surdos. Como procedimento de coleta de dados, utilizou-se a filmagem dos encontros de planejamento, o diário de campo e a entrevista semiestruturada. Os dados foram analisados por meio de análise temática, procedimento que, segundo Braun e Clarke (2006), permite ao pesquisador identificar, analisar, interpretar e relatar fatos e situações que se repetem ou que são inusitados em determinado contexto. Os resultados da investigação evidenciaram que o planejamento na perspectiva colaborativa envolvendo professor do ensino comum, professor surdo e intérprete, aliado ao uso de uma pedagogia visual responsiva às características de aprendizagem dos estudantes surdos, possibilita que temas relevantes ao desenvolvimento intelectual e científico, como a robótica, possam ser trabalhados com estudantes surdos, apesar da escassez de sinais em Libras. Para além disso, o planejamento colaborativo constituiu-se como um potente instrumento de formação, uma vez que saberes específicos foram compartilhados.Universidade Tecnológica Federal do Paraná (UTFPR)de Bastos, Amelia Rota BorgesVirginio da Silva, Cássia MicheleDantas, Lucas Maia2022-11-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionDossiê Temáticoinfo:eu-repo/semantics/otherapplication/pdfhttps://periodicos.utfpr.edu.br/actio/article/view/1527310.3895/actio.v7n3.15273ACTIO: Teaching in Sciences; v. 7, n. 3 (2022); 1-20ACTIO: Docência em Ciências; v. 7, n. 3 (2022); 1-202525-892310.3895/actio.v7n3reponame:Actio (Curitiba)instname:Universidade Tecnológica Federal do Paraná (UTFPR)instacron:UTFPRporhttps://periodicos.utfpr.edu.br/actio/article/view/15273/9188Direitos autorais 2022 ACTIO: Docência em Ciênciashttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccess2022-12-19T19:24:44Zoai:periodicos.utfpr:article/15273Revistahttps://periodicos.utfpr.edu.br/actio/PUBhttps://periodicos.utfpr.edu.br/actio/oaimarcelolambach@utfpr.edu.br||actio-ct@utfpr.edu.br||periodicos@utfpr.edu.br2525-89232525-8923opendoar:2022-12-19T19:24:44Actio (Curitiba) - Universidade Tecnológica Federal do Paraná (UTFPR)false
dc.title.none.fl_str_mv A collaborative experience between a deaf teacher, a sign language interpreter and a hearing teacher in planning a robotics course for deaf students
Experiência colaborativa entre professor surdo, intérprete e professor ouvinte no planejamento de um curso de robótica para estudantes surdos
title A collaborative experience between a deaf teacher, a sign language interpreter and a hearing teacher in planning a robotics course for deaf students
spellingShingle A collaborative experience between a deaf teacher, a sign language interpreter and a hearing teacher in planning a robotics course for deaf students
de Bastos, Amelia Rota Borges
7.08.07.05-1 Educação Especial
Libras; Surdez; Robótica
Libras; Deafness; Robotics
title_short A collaborative experience between a deaf teacher, a sign language interpreter and a hearing teacher in planning a robotics course for deaf students
title_full A collaborative experience between a deaf teacher, a sign language interpreter and a hearing teacher in planning a robotics course for deaf students
title_fullStr A collaborative experience between a deaf teacher, a sign language interpreter and a hearing teacher in planning a robotics course for deaf students
title_full_unstemmed A collaborative experience between a deaf teacher, a sign language interpreter and a hearing teacher in planning a robotics course for deaf students
title_sort A collaborative experience between a deaf teacher, a sign language interpreter and a hearing teacher in planning a robotics course for deaf students
author de Bastos, Amelia Rota Borges
author_facet de Bastos, Amelia Rota Borges
Virginio da Silva, Cássia Michele
Dantas, Lucas Maia
author_role author
author2 Virginio da Silva, Cássia Michele
Dantas, Lucas Maia
author2_role author
author
dc.contributor.none.fl_str_mv

dc.contributor.author.fl_str_mv de Bastos, Amelia Rota Borges
Virginio da Silva, Cássia Michele
Dantas, Lucas Maia
dc.subject.por.fl_str_mv 7.08.07.05-1 Educação Especial
Libras; Surdez; Robótica
Libras; Deafness; Robotics
topic 7.08.07.05-1 Educação Especial
Libras; Surdez; Robótica
Libras; Deafness; Robotics
description The teaching of Robotics has been widely spread in the educational scenario. However, with regard to the teaching of deaf students, the topic is still incipient, demanding theoretical-methodological propositions that enable access to this field of knowledge. The article presents a descriptive case study research, which sought to investigate the challenges and possibilities of proposing a robotics course for deaf students organized by a deaf teacher, a hearing teacher and an interpreter of Brazilian Sign Language (Libras). The qualitative research was carried out through a case study. The case analyzed in this investigation is related to the collaborative planning process involving the deaf teacher/researcher, the common school teacher and the Libras interpreter in the proposition of a robotics course aimed at deaf students. Data was collected through the filming of the planning meetings, the field diary and semi-structured interviews. The data went through thematic analysis, a procedure that, according to Braun and Clarke (2006), allows the researcher to identify, analyze, interpret and report facts and situations that are repeated or that are unusual in a given context. The results of the investigation showed that planning in a collaborative perspective involving ordinary school teachers, deaf teachers and interpreters, combined with the use of a visual pedagogy adapted to the learning characteristics of deaf students, makes addressing topics relevant to the intellectual and scientific development, such as robotics, possible despite the scarcity of signs in Libras. In addition, collaborative planning was a powerful training instrument, since specific knowledge was shared.
publishDate 2022
dc.date.none.fl_str_mv 2022-11-29
dc.type.none.fl_str_mv
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Dossiê Temático
info:eu-repo/semantics/other
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.utfpr.edu.br/actio/article/view/15273
10.3895/actio.v7n3.15273
url https://periodicos.utfpr.edu.br/actio/article/view/15273
identifier_str_mv 10.3895/actio.v7n3.15273
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.utfpr.edu.br/actio/article/view/15273/9188
dc.rights.driver.fl_str_mv Direitos autorais 2022 ACTIO: Docência em Ciências
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Direitos autorais 2022 ACTIO: Docência em Ciências
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Tecnológica Federal do Paraná (UTFPR)
publisher.none.fl_str_mv Universidade Tecnológica Federal do Paraná (UTFPR)
dc.source.none.fl_str_mv ACTIO: Teaching in Sciences; v. 7, n. 3 (2022); 1-20
ACTIO: Docência em Ciências; v. 7, n. 3 (2022); 1-20
2525-8923
10.3895/actio.v7n3
reponame:Actio (Curitiba)
instname:Universidade Tecnológica Federal do Paraná (UTFPR)
instacron:UTFPR
instname_str Universidade Tecnológica Federal do Paraná (UTFPR)
instacron_str UTFPR
institution UTFPR
reponame_str Actio (Curitiba)
collection Actio (Curitiba)
repository.name.fl_str_mv Actio (Curitiba) - Universidade Tecnológica Federal do Paraná (UTFPR)
repository.mail.fl_str_mv marcelolambach@utfpr.edu.br||actio-ct@utfpr.edu.br||periodicos@utfpr.edu.br
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