Banca de DEFESA: CLEYTON RIBEIRO MAGALHÃES

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : CLEYTON RIBEIRO MAGALHÃES
DATE: 12/12/2024
TIME: 09:00
LOCAL: https://meet.google.com/bpk-bkyw-mcn
TITLE:

ENERGY IN SIGNALS: Is it possible to teach this concept in Brazilian Sign Language (LIBRAS)? 

KEY WORDS:

Physics Education. Deaf Education. Wind Energy.

PAGES: 178
BIG AREA: Ciências Exatas e da Terra
AREA: Física
SUBÁREA: Física Geral
SUMMARY:

Physics is a field rich in concepts present in our immediate daily lives as well as in broader and more distant contexts. In schools, however, this scientific construct often loses its appeal to students due to a mechanical and disconnected teaching approach. This scenario becomes more complex when we consider an inclusive education aiming at reaching students with diversified educational needs and a scientific education with the purpose of cultivating scientific literacy among these students. In this regard, the present study aims at discussing themes related to science/physics education, especially for Deaf students, by reflecting on the current research landscape through a systematic literature review. The objective of the present research is to identify available materials and resources, as well as to suggest possible paths to support teachers in enhancing the teaching-learning process in science/physics for Deaf students. In the first chapter, we introduce the dissertation’s central themes, the general and specific objectives, as well as the structure of the upcoming chapters. The second chapter presents national and international documents regarding inclusive education, Deaf education, and the teaching of science, physics, and energy. In the third chapter, we explain what a systematic literature review entails, outlining its steps, and developing and reporting on our own systematic review. This involved analyzing 67 studies, using an adaptation of qualitative content analysis as proposed by Bardin, Lüdke, and André, to understand the themes addressed, methodologies used, locations, and subjects. The fourth chapter provides the theoretical framework, discussing: historical aspects of Deaf education; linguistic aspects of Brazilian Sign Language (Libras); the relationship between language, communication, and thought based on Vygotsky’s work, including his research on defectology, and issues related to science and physics teaching. The fifth chapter discusses the concept of an educational product, outlining characteristics to consider when creating them, and describes the teaching booklet developed as part of this dissertation, detailing the selection of signs used in the material. Finally, in the concluding chapter, we summarize the main ideas discussed, noting that the established objectives were met, while also acknowledging that the systematic review does not exhaust all possible studies in the field. Additionally, we propose future possibilities, such as: testing the material with Deaf students; evaluating the booklet through questionnaires completed by teachers and Libras translators and interpreters (TILS); creating a bilingual video to complement the product; and exploring these processes in informal educational settings, such as museums and science centers.

COMMITTEE MEMBERS:
Presidente - 2327924 - LUIZA ALVES DE OLIVEIRA
Interna - 1604226 - GISELA MARIA DA FONSECA PINTO
Externa à Instituição - RENATA BARBOSA DIONYSIO - INES