Aplicação de um Programa de Ensino de Palavras em Libras Utilizando Tecnologia de Realidade Aumentada

Carvalho, Dariel de; Manzini, Eduardo José

doi:10.1590/s1413-65382317000200005

Cited by 12 publications

(12 citation statements)

References 2 publications

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“…This is considered an interesting finding because it is a key element when considering inclusive education. In this sense, several studies analyzed show the benefits of AR in working with students who have SEN, evidencing the work with the following populations: auditory limitation (Carvalhoand Manzini, 2017), visual limitation (Lin et al, 2016), autism (Tentori et al, 2015), attention deficit hyperactivity disorder (Lin et al, 2016b), dyslexia (Persefoni et al, 2016).…”

Section: Results Reportmentioning

confidence: 95%

Augmented Reality in Educational Inclusion. A Systematic Review on the Last Decade

et al. 2019

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The use of Augmented Reality (AR) to achieve educational inclusion has been not deeply explored. This systematic review describes the current state of using AR as an educational technology that takes into consideration the needs of all students including those with a disability. It is done through the analysis of factors, such as the advantages of AR, its limitations, uses, challenges, its scope in the educational field, the attended population and the positive or negative effects of its use in learning scenarios that involve students with diverse educational needs. A total of 50 studies between 2008 and 2018 were analyzed through searching in three interdisciplinary databases: Scopus, Web of Science, and Springer link. For this, the methodological stages considered were planning the review, search, analysis of literature and results report. After analyzing the results, it was possible to demonstrate that the use of AR for inclusive education in the field of sciences is where more studies have been conducted. In regard to the population with disabilities, among the most representative advantages reported were the motivation, interaction and generating interest on the part of the student. At the same time, an important methodological limitation identified was the size of the sample; some investigations were done with two or three subjects, some studies Single Subject Designs were found. In terms of the population attended, the studies generally included students with different impairments (hearing, visual, motor or cognitive), minorities (ethnic, vulnerable), leaving aside other groups excluded as exceptional talents and immigrants, which could be explored in the future. Despite different problems to be addressed, few frameworks to the diversity attention in education were reported, and there was no model and methodology in inclusive education considered in the studies. Finally, from this review we have identified open issues that could give rise to new research in the subject of using AR to favor the creation of inclusive learning scenarios.

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Section: Results Reportmentioning

confidence: 95%

Augmented Reality in Educational Inclusion. A Systematic Review on the Last Decade

et al. 2019

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“…Ressaltamos que, sendo a cultura surda essencialmente visual (Quadros, 2006), explorar a Tecnologia como amplificadora sensorial, tal como aponta Souza (2004), configura-se como um caminho viável para o processo de ensino e aprendizagem, pois, "o uso dos recursos tecnológicos pode ampliar os atributos dos estímulos melhorando sua recepção" (Carvalho & Manzini, 2017).…”

Section: Referencial Teóricounclassified

A mediação cognitiva por meio de recursos digitais de Tecnologia Assistiva para estudantes surdos: realidade, expectativas e possibilidades

Picanço

Neto

Geller

2022

RBIE

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Este artigo aborda o uso de recursos digitais de Tecnologia Assistiva (TA) como um mediador hipercultural no processo de ensino e aprendizagem de Física para estudantes surdos. Para tanto, utiliza-se a Teoria da Mediação Cognitiva (TMC) como suporte teórico, visando explicar os impactos da introdução de tecnologias da informação e comunicação (TIC’s), na cognição humana, e como estas têm influenciado a forma como interagimos, socializamos e produzimos novos conhecimentos. Inicialmente é discutido alguns aspectos centrais da Teoria da Mediação Cognitiva (TMC), para situar o leitor, no que diz respeito a apresentar essa teoria Psicológica aplicada à educação, e principalmente, relatar o desenvolvimento de uma nova forma de processamento de informações por parte dos seres humanos, a mediação Hipercultural. Posteriormente são apresentados alguns recursos de Tecnologia Assistiva (TA) que foram desenvolvidos para surdos e, em seguida, como alguns desses recursos já foram utilizados no processo de ensino e de aprendizagem de estudantes surdos em diversos contextos educacionais. Por fim, ressalta-se algumas possibilidades de aplicações de recursos digitais de Tecnologia Assistiva (TA) conjecturadas pelos autores para o ensino de Física e como esses recursos fazem parte de uma abordagem pedagógica desenvolvida e aplicada em uma Escola Especial para surdos da cidade de Porto Alegre – RS.

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“…Turning the focus of this review to the thematic axes (Figure 3), the six studies that make up the first group have the bias that points to the discussion of the teaching and learning process of written PL for the deaf [4][5][6][22][23][24] . In this group, we identified some studies that sought to present didactic strategies that aimed to facilitate the access of the deaf to written LP.…”

Section: Literature Reviewmentioning

confidence: 99%

“…In this group, we identified some studies that sought to present didactic strategies that aimed to facilitate the access of the deaf to written LP. Among them, three surveys 4,22,23 have used digital information and communication technologies to achieve this goal, namely: digital book 4 , transposition 22 of some activities proposed in a publication by MEC 25 for the digital sphere and augmented reality 23 for the teaching of words. In the research 4 that used a digital book, the authors concluded that, based on the potentialities arising from the technologies, it is believed that it is possible to produce new meanings in the work with the most diverse language practices in the school context; on the other hand, school practices already considered canonical (and widely diffused and questioned), which in many cases end up being merely reproduced in digital media and evidence school doings that differ greatly from the ways in which children and young people (and the teachers themselves) have been reading and writing in non-school contexts by appropriating the most diverse digital resources 4 .…”

Section: Literature Reviewmentioning

confidence: 99%

Teaching of Portuguese to the deaf: an integrative literature review

2019

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Purpose: to identify the contributions of scientific research with a view to overcoming the barriers in the teaching and learning process of the written Portuguese Language for deaf students. Methods: an integrative literature review of the articles published between 2012 and 2017 available in the electronic databases: Capes and Scielo, was conducted. To select the articles, descriptors were combined: Teaching, "Portuguese Language", Portuguese, deaf and deafness. Articles present in both databases, research whose focus was the teaching of Portuguese to higher education deaf students, articles that did not deal with Portuguese language teaching to the deaf, articles unavailable in Portuguese, were the exclusion criteria. Articles that addressed, somehow, Portuguese language teaching to the deaf, complete and published between the years of 2012 and 2017 were included. Results: 133 articles were found, 16 being selected after applying the inclusion and exclusion criteria. These studies, for the purpose of analysis, were categorized into types, being: experimental, bibliographic, documentary, ethnographic, action research, among others. Conclusion: the deaf still face several barriers for acquiring the written Portuguese language, however, the scholars, from their field of action, propose some strategies which can contribute to overcome them, such as: policy review, early acquisition of Libras, use of digital technologies in the classroom.

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Aplicação de um Programa de Ensino de Palavras em Libras Utilizando Tecnologia de Realidade Aumentada

Cited by 12 publications

References 2 publications

Augmented Reality in Educational Inclusion. A Systematic Review on the Last Decade

Augmented Reality in Educational Inclusion. A Systematic Review on the Last Decade

A mediação cognitiva por meio de recursos digitais de Tecnologia Assistiva para estudantes surdos: realidade, expectativas e possibilidades

Teaching of Portuguese to the deaf: an integrative literature review

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