O uso metodologias ativas na formação docente de estudantes residentes do curso de Letras - Língua Portuguesa e Libras da UFRN

Abstract

The use of digital media in the classroom has intensified, mainly due to the need to incorporate active methodologies that are enhanced by the use of technological resources and aim to place the student as an active subject and protagonist of their learning process. One of the challenges parallel to this is the need to appropriate these tools in the classroom routines, in order to provide personalized, interactive, innovative and increasingly collaborative teaching practices, aligned with the learning objectives and didactic sequences inherent to teaching practice. Given these statements, the research problem is centered on the use of active methodologies in the teaching and learning process of deaf students. It starts from the hypothesis that inclusive digital practices can provide the deaf student with greater interaction and autonomy in relation to their own learning process. In view of these statements, the research problem is centered on the practice of resident students involved in research, with regard to the use of Active Methodologies in the teaching and learning process of deaf students. To answer the research problem, the general objective of the research is to analyze the use of Active Methodologies by resident students (deaf and hearing students) of the Pedagogical Residency Program (RP) of the Letters - Portuguese Language and Libras course at the Federal University of Rio Grande do Norte (UFRN), as a teaching and learning resource for deaf students in Basic Education, focusing on the development of more flexible didactic-pedagogical practices that can enable the construction and sharing of knowledge. To this end, specific objectives were established, namely, to investigate the teaching perception of resident students about their teaching practices with deaf students included as to the possibilities of using active methodologies; develop teaching practices with resident students based on the use of digital tools to assist in their pedagogical practice; and to identify the possible impacts on the residents' teaching practice regarding the use of Active Methodologies in the deaf student's teaching and learning process. We start from the hypothesis that the use of active methodologies as a didactic-pedagogical resource can make the education of deaf students more dynamic, effective and personalized. The theoretical basis of this research was based on a bibliographic search by authors of the Active Methodology and on the teaching formation of the course of Letters - Portuguese and Libras, mainly within the scope of PR. The methodology of the work had a qualitative approach of a nature applied to the formation of knowledge to solve problems from the following phases: a) investigation of the teaching perception of resident students about their teaching practices with deaf students included regarding the possibilities of using the active methodologies; b) training workshop whose mission was to foster reflection, and promote the construction of effective educational practices, which would lead to a significant development of the deaf student; c) focus group with the research subjects to identify the possible impacts on the teaching practice regarding the use of Active Methodologies in the teaching and learning process of the deaf student. In addition, the present study was based on instructional design, which is a tool that encompasses the planning, development and application of systematic teaching techniques, in order to provoke human learning. The results found allow us to highlight important aspects that enable a better understanding about the use of active methodologies as a teaching and learning resource for deaf students in basic education based on the teacher education built in the Pedagogical Residency Program of the Language Course - Portuguese Language and Pounds from UFRN. The study pointed to the need for a change in teaching posture in the face of the teaching and learning process of this student. However, it is important to consider that only the use of active methodologies, without effective planning, with appropriate strategies, directed to the context of education for deaf people, does not imply disruptions in methodological practices rooted over time. For this use to be effective, effort, time and study are required. And it is in this sense that new research must emerge to contribute to the understanding and improvement of teaching for these students.