Pedagogia visual na educação de surdos: análise dos recursos visuais inseridos em um livro didático digital acessível

Abstract

Assuming that pedagogical practices based on visual experience contribute to a better learning of deaf students, this study investigated the role of visual pedagogy resources, inserted in an accessible digital textbook (LDA), as devices for accessibility to content designed for deaf students enrolled in two classes of the 3rd year of Elementary School I of a public school in Duque de Caxias that adopts bilingualism as a pedagogical proposal. The methodology of this research was based on the historical-cultural perspective, with participant research strands. The study included 3 teachers and 4 deaf students of primary school. The results pointed out that: due to the late acquisition of sign language the students had difficulties to understand Libras from the window in Libras, being necessary the pedagogical mediation; The use of videos and illustrations based on visual pedagogy contributed to the comprehension of the content by the students; Despite the resources of visual pedagogy in the LDA, mediation strategies between students and teachers were fundamental for the contents to gain meaning, such as the use of pedagogical objects and the body itself. Thus, this study revealed that ADL alone did not promote meaning for deaf students, requiring the use of mediation strategies from interactions between students and teachers