Experiência colaborativa entre professor surdo, intérprete e professor ouvinte no planejamento de um curso de robótica para estudantes surdos

Abstract

The teaching of Robotics has been widely disseminated in the educational scenario, in view of the potential to generate problems of interdisciplinary study through experimental and simulation activities, however, there are few studies on educational robotics for the deaf. Regarding the teaching of the deaf, the topic is still incipient, demanding theoretical-methodological propositions that enable access to this field of knowledge. The qualitative research, characterized as a descriptive case study, sought to investigate the challenges and possibilities of proposing a robotics course for the deaf community from the triad deaf teacher, hearing teacher and interpreter of Brazilian Sign Language (Libras ). The research results showed that planning in a collaborative perspective involving a hearing teacher, a deaf teacher and an interpreter, combined with the use of a visual pedagogy responsive to the learning characteristics of deaf students, enables topics relevant to intellectual and scientific development, such as robotics, can be worked with deaf students, despite the scarcity of signs in Libras. In addition, collaborative planning was constituted as a training methodology, since specific knowledge was shared, having as a final product a glossary, in Libras, with terminologies in the robotics area, as well as a video with guidelines and suggestions. to teachers of deaf students, and also a basic robotics course for the deaf community, containing seven video classes.