O uso de jogos na aprendizagem colaborativa de Libras como L2
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2020-03-09
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Universidade Federal de Goiás
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This work has as its theme the use of games in the learning of the Brazilian Sign Language (Libras) as L2 through collaborative learning. Language teaching with a view to student learning requires methodologies that can be guided to communication in a practical and usual way, that is, learners must use the target language in a dynamic and productive way, not only with loose signs, but contextualized. The general objective of this work is to understand how the use of games with a collaborative learning perspective can contribute to the Libras’ learning as L2 by adult listeners. Thus, it is intended to better understand the role of games in the perspective of collaborative learning to learn Libras. Thus, the questions that we aim to answer throughout the research are: (a) How is the use of games in the perspective of collaborative learning efficient for learning Libras as L2 for listeners?; (b) What is the point of view of hearing students about the use of games in the perspective of collaborative learning to learn Libras as L2?; and (c) How do the class instructor and interpreter evaluate the use of games during Libras classes? For this, the research has a qualitative approach, of the participant type, and it was based on a study carried out in a class of Libras of level II, in the Centro de Capacitação de Profissionais da Educação e de Atendimento às Pessoas com Surdez e Centro de Apoio Pedagógico e Atendimento às Pessoas com Deficiência Visual
(CAS/CAP), in the city of Ceres-GO, in the first semester of 2019. As methodological strategies for the analysis of data, some instruments are used, such as observation of classes taught with the use of games, video recordings, quizzes to evaluate the games that were applied and semi-structured interview. The questionnaire was applied to all students in the three classes in which the games were used and the interview included a sample of 30% of the participants, in addition to the instructor and the class interpreter. Theoretical studies are mainly based on Vygotsky (1981, 1998) and Figueiredo (2001, 2015, 2018, 2019), as they deal with sociocultural theory and collaborative learning. Huizinga (2000), Kishimoto (2002, 2011), Araújo (2016), Amaral and Ohy (2018), Corrêa (2018) and others support the educational use of games. The results indicate that the use of games in the communicative and collaborative approach to learning Libras as L2 is effective, since games function as a mediating element in the interaction of students during classes and, therefore, they are able to learn the studied language more easily. The use of images also contributes to this, making students more stimulated and motivated to learn Libras from a communicative perspective.
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SANTOS, J. R. O uso de jogos na aprendizagem colaborativa de Libras como L2. 2020. 139 f. Dissertação (Mestrado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2020.