Guia de Recomendações para a Inclusão de Pessoas com Deficiência Auditiva no Brasil: Práticas Educacionais no Ensino Híbrido
Resumo
Este artigo explora a inclusão de pessoas com deficiência auditiva no Brasil, desde o século XIX, com a fundação da primeira escola para surdos por Herbest Huet. Destaca a transição do enfoque oralista para o reconhecimento da Língua de Sinais como principal forma de comunicação. Atualmente, a inclusão educacional exige práticas que garantam igualdade de oportunidades. O artigo propõe diretrizes para otimizar o ensino híbrido em escolas inclusivas, utilizando tecnologias e gamificação para aprimorar o aprendizado e engajamento de estudantes surdos. A análise de estudos internacionais enfatiza a importância dessas estratégias para uma educação mais eficaz e inclusiva.
Palavras-chave:
Inclusão de Estudantes Surdos, Deficiências Auditivas, Língua de Sinais, Ensino Híbrido, Tecnologia Educacional, Gamificação na Educação
Referências
Abdul Rahim, R., Kalaichelven, J., and Ibrahim, R. (2022). Measuring user experience of blended learning application: A case study of higher education. In 2022 13th International Conference on E-Education, E-Business, E-Management, and E-Learning (IC4E), pages 274–279.
Borges, S. d. S., Reis, H. M., Durelli, V. H., Bittencourt, I. I., Jaques, P. A., and Isotani, S. (2013). Gamificação aplicada à educação: um mapeamento sistemático. In Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação - SBIE)., volume 24, page 234.
Brito, F. B. d. (2013). O movimento social surdo e a campanha pela oficialização da língua brasileira de sinais. PhD thesis, Universidade de São Paulo.
Cano, S., Naranjo, J. S., Henao, C., Rusu, C., and Albiol-Pérez, S. (2020). Serious game as support for the development of computational thinking for children with hearing impairment. Applied Sciences, 11(1):115.
Chan, G. L., Santally, M. I., and Whitehead, J. (2022). Gamification as technology enabler in sen and dhh education. Education and Information Technologies, 27(7):9031–9064.
Cui, Y., Zhao, G., and Zhang, D. (2022). Improving students’ inquiry learning in web-based environments by providing structure: Does the teacher matter or platform matter? British Journal of Educational Technology, 53(4):1049–1068.
de Brito Lima, F., Lautert, S. L., and Gomes, A. S. (2022). Learner behaviors associated with uses of resources and learning pathways in blended learning scenarios. Computers & Education, 191:104625.
Dornelas, R. S. and Lima, D. A. (2023). Correlation filters in machine learning algorithms to select demographic and individual features for autism spectrum disorder diagnosis. Journal of Data Science and Intelligent Systems, 1(2):105–127.
Fernandes, P. D. et al. (2014). A inclusão dos alunos surdos e/ou deficientes auditivos nas disciplinas do centro de ciências exatas e tecnologia da universidade federal de sergipe.
Galvão, T. F. and Pereira, M. G. (2014). Revisões sistemáticas da literatura: passos para sua elaboração. Epidemiologia e serviços de saúde, 23(1):183–184.
Garzotto, F. and Gonella, R. (2011). Children’s co-design and inclusive education. In Proceedings of the 10th international conference on interaction design and children, pages 260–263.
Hashim, N. L., Mohamad, N., Hibadullah, C. F., and Abai, N. H. Z. (2024). Requirements of enjoyable mobile learning applications for deaf children. Journal of Information and Communication Technology, 23(1):49–75.
Hoffmeister, R. J., Karipi, S., and Kourbetis, V. (2022). Materiais curriculares bilíngues que apoiam a língua de sinais como primeira língua para alunos surdos: A integração da tecnologia, aprendizagem e ensino. Momento-Diálogos em Educação, 31(02):225–254.
Kandlhofer, M. and Steinbauer, G. (2016). Evaluating the impact of educational robotics on pupils’ technical-and social-skills and science related attitudes. Robotics and Autonomous Systems, 75:679–685.
Kitchenham, B., Brereton, O. P., Budgen, D., Turner, M., Bailey, J., and Linkman, S. (2009). Systematic literature reviews in software engineering–asystematic literature review. Information and software technology, 51(1):7–15.
Lima, D. A. and Isotani, S. (2022). Systematic map and review of google classroom usage during the covid-19 pandemic: an analysis by data clustering approach. Revista Brasileira de Informática na Educação, 30:20–49.
Mohammad, H., Tamimi, H., and Abuamara, F. (2022). An educational arabic sign language mobile application for children with hearing impairment. International Journal of Interactive Mobile Technologies, 16(20).
Moreira, F. P., Ferreira, S. A. A., and Lima, D. A. (2023). Challenges and opportunities for the use of digital information and communication technologies in education during the covid-19 pandemic: an experience with active methodologies. Revista Novas Tecnologias na Educação, 21(1):77–86.
Moreira, F. P. and Lima, D. A. (2023). Conceptual framework proposal based on a new taxonomy for blended learning: an approach to enhance and modernize education. Revista Novas Tecnologias na Educação, 21(2):44–56.
Moreira, F. P. and Lima, D. A. (2024). Systematic literature review on the impact of blended learning in promoting student engagement and autonomy: findings and recommendations. Revista Brasileira de Informática na Educação, 32:242–269.
Nie, J., Zhao, Y., Yao, B., Xu, Z., Chen, J., Yu, C., Hansen, P., Liu, J., Wang, J., Yan, G., et al. (2022). Signfind: A synchronized sign language and chinese character teaching game for chinese deaf children using gesture recognition. In CHI Conference on Human Factors in Computing Systems Extended Abstracts, pages 1–7.
Parvez, K., Khan, M., Iqbal, J., Tahir, M., Alghamdi, A., Alqarni, M., Alzaidi, A. A., and Javaid, N. (2019). Measuring effectiveness of mobile application in learning basic mathematical concepts using sign language. Sustainability, 11(11):3064.
Phelps, C. and Moro, C. (2022). Using live interactive polling to enable hands-on learning for both face-to-face and online students within hybrid delivered courses. Journal of University Teaching & Learning Practice, 19(3):08.
Ployjiw, U. and Michel, P. C. (2023). Development of augmented reality learning materials for the hearing impaired students in primary i. International Journal of Information and Education Technology, 13(11).
Pontes, H. P., Furlan Duarte, J. B., and Pinheiro, P. R. (2020). An educational game to teach numbers in brazilian sign language while having fun. Computers in Human Behavior, 107:105825.
Segura, M., Osorio, R., and Zavala, A. (2023). Extended reality model for accessibility in learning for deaf and hearing students (programming logic case). International Journal of Modern Education and Computer Science, 15(4):1–17.
Sendacz, N., Isotani, S., and Lima, D. A. (2023). Literature review on technologies and games that motivated people to practice physical activity during the pandemic. RENOTE, 20(2):280–289.
Shaw, A., Wünsche, B. C., Mariono, K., Ranveer, A., Xiao, M., Hajika, R., and Liu, Y. (2023). Jengasl: A gamified approach to sign language learning in vr.
Shen, J., Qi, H., Chen, Y., Mei, R., Sun, C., and Wang, Z. (2022). Incorporating modified team-based learning into a flipped basic medical laboratory course: impact on student performance and perceptions. BMC Medical Education, 22(1):1–9.
Borges, S. d. S., Reis, H. M., Durelli, V. H., Bittencourt, I. I., Jaques, P. A., and Isotani, S. (2013). Gamificação aplicada à educação: um mapeamento sistemático. In Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação - SBIE)., volume 24, page 234.
Brito, F. B. d. (2013). O movimento social surdo e a campanha pela oficialização da língua brasileira de sinais. PhD thesis, Universidade de São Paulo.
Cano, S., Naranjo, J. S., Henao, C., Rusu, C., and Albiol-Pérez, S. (2020). Serious game as support for the development of computational thinking for children with hearing impairment. Applied Sciences, 11(1):115.
Chan, G. L., Santally, M. I., and Whitehead, J. (2022). Gamification as technology enabler in sen and dhh education. Education and Information Technologies, 27(7):9031–9064.
Cui, Y., Zhao, G., and Zhang, D. (2022). Improving students’ inquiry learning in web-based environments by providing structure: Does the teacher matter or platform matter? British Journal of Educational Technology, 53(4):1049–1068.
de Brito Lima, F., Lautert, S. L., and Gomes, A. S. (2022). Learner behaviors associated with uses of resources and learning pathways in blended learning scenarios. Computers & Education, 191:104625.
Dornelas, R. S. and Lima, D. A. (2023). Correlation filters in machine learning algorithms to select demographic and individual features for autism spectrum disorder diagnosis. Journal of Data Science and Intelligent Systems, 1(2):105–127.
Fernandes, P. D. et al. (2014). A inclusão dos alunos surdos e/ou deficientes auditivos nas disciplinas do centro de ciências exatas e tecnologia da universidade federal de sergipe.
Galvão, T. F. and Pereira, M. G. (2014). Revisões sistemáticas da literatura: passos para sua elaboração. Epidemiologia e serviços de saúde, 23(1):183–184.
Garzotto, F. and Gonella, R. (2011). Children’s co-design and inclusive education. In Proceedings of the 10th international conference on interaction design and children, pages 260–263.
Hashim, N. L., Mohamad, N., Hibadullah, C. F., and Abai, N. H. Z. (2024). Requirements of enjoyable mobile learning applications for deaf children. Journal of Information and Communication Technology, 23(1):49–75.
Hoffmeister, R. J., Karipi, S., and Kourbetis, V. (2022). Materiais curriculares bilíngues que apoiam a língua de sinais como primeira língua para alunos surdos: A integração da tecnologia, aprendizagem e ensino. Momento-Diálogos em Educação, 31(02):225–254.
Kandlhofer, M. and Steinbauer, G. (2016). Evaluating the impact of educational robotics on pupils’ technical-and social-skills and science related attitudes. Robotics and Autonomous Systems, 75:679–685.
Kitchenham, B., Brereton, O. P., Budgen, D., Turner, M., Bailey, J., and Linkman, S. (2009). Systematic literature reviews in software engineering–asystematic literature review. Information and software technology, 51(1):7–15.
Lima, D. A. and Isotani, S. (2022). Systematic map and review of google classroom usage during the covid-19 pandemic: an analysis by data clustering approach. Revista Brasileira de Informática na Educação, 30:20–49.
Mohammad, H., Tamimi, H., and Abuamara, F. (2022). An educational arabic sign language mobile application for children with hearing impairment. International Journal of Interactive Mobile Technologies, 16(20).
Moreira, F. P., Ferreira, S. A. A., and Lima, D. A. (2023). Challenges and opportunities for the use of digital information and communication technologies in education during the covid-19 pandemic: an experience with active methodologies. Revista Novas Tecnologias na Educação, 21(1):77–86.
Moreira, F. P. and Lima, D. A. (2023). Conceptual framework proposal based on a new taxonomy for blended learning: an approach to enhance and modernize education. Revista Novas Tecnologias na Educação, 21(2):44–56.
Moreira, F. P. and Lima, D. A. (2024). Systematic literature review on the impact of blended learning in promoting student engagement and autonomy: findings and recommendations. Revista Brasileira de Informática na Educação, 32:242–269.
Nie, J., Zhao, Y., Yao, B., Xu, Z., Chen, J., Yu, C., Hansen, P., Liu, J., Wang, J., Yan, G., et al. (2022). Signfind: A synchronized sign language and chinese character teaching game for chinese deaf children using gesture recognition. In CHI Conference on Human Factors in Computing Systems Extended Abstracts, pages 1–7.
Parvez, K., Khan, M., Iqbal, J., Tahir, M., Alghamdi, A., Alqarni, M., Alzaidi, A. A., and Javaid, N. (2019). Measuring effectiveness of mobile application in learning basic mathematical concepts using sign language. Sustainability, 11(11):3064.
Phelps, C. and Moro, C. (2022). Using live interactive polling to enable hands-on learning for both face-to-face and online students within hybrid delivered courses. Journal of University Teaching & Learning Practice, 19(3):08.
Ployjiw, U. and Michel, P. C. (2023). Development of augmented reality learning materials for the hearing impaired students in primary i. International Journal of Information and Education Technology, 13(11).
Pontes, H. P., Furlan Duarte, J. B., and Pinheiro, P. R. (2020). An educational game to teach numbers in brazilian sign language while having fun. Computers in Human Behavior, 107:105825.
Segura, M., Osorio, R., and Zavala, A. (2023). Extended reality model for accessibility in learning for deaf and hearing students (programming logic case). International Journal of Modern Education and Computer Science, 15(4):1–17.
Sendacz, N., Isotani, S., and Lima, D. A. (2023). Literature review on technologies and games that motivated people to practice physical activity during the pandemic. RENOTE, 20(2):280–289.
Shaw, A., Wünsche, B. C., Mariono, K., Ranveer, A., Xiao, M., Hajika, R., and Liu, Y. (2023). Jengasl: A gamified approach to sign language learning in vr.
Shen, J., Qi, H., Chen, Y., Mei, R., Sun, C., and Wang, Z. (2022). Incorporating modified team-based learning into a flipped basic medical laboratory course: impact on student performance and perceptions. BMC Medical Education, 22(1):1–9.
Publicado
04/11/2024
Como Citar
MOREIRA, Franciely Pereira; LIMA, Danielli Araújo.
Guia de Recomendações para a Inclusão de Pessoas com Deficiência Auditiva no Brasil: Práticas Educacionais no Ensino Híbrido. In: WORKSHOP DE INFORMÁTICA NA EDUCAÇÃO INCLUSIVA (WIEI), 1. , 2024, Rio de Janeiro/RJ.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2024
.
p. 11-18.
DOI: https://doi.org/10.5753/wiei.2024.245402.
