Deaf and learning mediated by technological resources in higher education

Abstract

This research brings as an object of research the perceptions of deaf students (users of the Brazilian Sign Language and / or Portuguese Oral Language) about learning mediated by technological resources in Higher Education. This study was developed with three deaf students from the Letters-Libras-Foreign Language Course offered by the Federal University of the Recôncavo da Bahia (UFRB), at the Center for Teacher Training, located in the city of Amargosa-Ba. perception of deaf students of UFRB about the learning mediated by technological resources used in their graduation process of this Federal Educational Institution. The methodological choice, of a qualitative nature, defines the way of the case study using semi-structured interview as a research tool. Among the authors who supported this discussion, the following stand out: Vygotsky (1991, 2010); Nóbrega (2016); Corradi (2007, 2011); Galvão Filho (2009); Rocha e Miranda (2009); Stumpf (2010), among other authors that deal with the relevance of technological resources and pedagogical mediation for deaf students. The results of this research showed that, according to the perceptions of deaf students, some teachers use technological resources as potentializers in the learning process of these deaf academics, favoring the involvement and participation of them in Higher Education. These resources were recognized by the deaf participants of the research as facilitators of the learning process, although this is a practice adopted by the teachers.