As tecnologias da informação e comunicação (TICS) e os desafios da inclusão: A criação de aulas sinalizadas no contexto do ensino superior
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As tecnologias de Informação e Comunicação (TICs) são, atualmente, um dos maiores facilitadores na inserção de surdos nas Instituições de Ensino Superior (GEDIEL; SOARES; OLIVEIRA, 2016). Porém, construir essas tecnologias permanece um desafio enfrentado pelos profissionais envolvidos nessa tarefa. A unidade de ensino à distância de uma Instituição de Ensino Superior na Zona da Mata Mineira criou um novo conceito de aula visando a ensejar o ensino-aprendizagem de um surdo estudante de ciências exatas, denominada aula sinalizada. O percurso metodológico da construção dessa nova ferramenta foi através de referencial teórico, grupos de estudos e visitas técnicas. O processo de construção desse material consiste em cinco fases. Na primeira, o professor disponibiliza o roteiro e outros materiais da disciplina para a equipe. Na segunda, é construída a glosa (FERREIRA BRITO, 1995) baseada no material. Na terceira, os surdos e intérpretes revisam a glosa e oferecem soluções aos problemas identificados. Na quarta fase, a equipe produz um audioguia e inicia as gravações das aulas sinalizadas. Na quinta e última fase, o material é finalizado e é disponibilizado ao aluno. A construção da aula sinalizada foi um grande desafio para a metodologia de ensino para surdos, pois, como ficou evidenciado, trata-se de um método que, apesar de eficaz, mobiliza vários agentes. O desenvolvimento desses materiais, além de proporcionar ao surdo uma real aprendizagem do conteúdo, proporciona também uma maior proximidade e integração ao cotidiano universitário.
The ICT’s (Information and communications technology) are nowadays one of the most proficuous instruments in providing acessibility to deaf people in the higher education institutions (GEDIEL; SOARES; OLIVEIRA, 2016). However, develop these technologies is a challenge faced by professionals involved in that task. A university from Minas Gerais’ Zona da Mata developed a new class conception based in e-learning to empower the learning/teaching process of a deaf Math sciences student from that institution: the sign class. The methodology of building this new tool was made through a theoretical reference, study groups and technical visits . The process of developing this material was made in five stages. On the first, the teacher provides the class script and other teaching instruments of the course to the team. On the second, the “glosa” (FERREIRA BRITO, 1995) is made based on the content provided. Third, the deaf people and the translators review the “glosa” and provide solutions to identified problems. Fourth, the team create a audioguide and begins to record the sign classes. Fifth and the last phase, the material is finished and made available to the student. The development of the sign class was a huge challenge to the methodology of teaching deaf people, because is all about a method that harness various people. The creation of these content, as well as provide the deaf people a real learning of the course, also provides a better proximity and integration in the university lifestyle.
The ICT’s (Information and communications technology) are nowadays one of the most proficuous instruments in providing acessibility to deaf people in the higher education institutions (GEDIEL; SOARES; OLIVEIRA, 2016). However, develop these technologies is a challenge faced by professionals involved in that task. A university from Minas Gerais’ Zona da Mata developed a new class conception based in e-learning to empower the learning/teaching process of a deaf Math sciences student from that institution: the sign class. The methodology of building this new tool was made through a theoretical reference, study groups and technical visits . The process of developing this material was made in five stages. On the first, the teacher provides the class script and other teaching instruments of the course to the team. On the second, the “glosa” (FERREIRA BRITO, 1995) is made based on the content provided. Third, the deaf people and the translators review the “glosa” and provide solutions to identified problems. Fourth, the team create a audioguide and begins to record the sign classes. Fifth and the last phase, the material is finished and made available to the student. The development of the sign class was a huge challenge to the methodology of teaching deaf people, because is all about a method that harness various people. The creation of these content, as well as provide the deaf people a real learning of the course, also provides a better proximity and integration in the university lifestyle.