O jogo digital como recurso didático na alfabetização cartográfica de alunos surdos e deficientes auditivos em Santa Maria, RS/Brasil

• Ano de defesa: 2019
• Autor(a) principal: Rodrigues, Tuane Telles
• Orientador(a): Cassol, Roberto
• Banca de defesa: Becker, Elsbeth Léia Spode , Werlang, Mauro Kumpfer
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Centro de Ciências Naturais e Exatas
• Programa de Pós-Graduação: Programa de Pós-Graduação em Geografia
• Departamento: Geografia
• País: Brasil
• Palavras-chave em Português: Ensino de geografia; Cartografia escolar; Jogo digital; Alunos surdos; Deficientes auditivos
• Palavras-chave em Inglês: Geography teaching; School cartography; Digital game; Deaf students; Hearing impaired
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::GEOGRAFIA
• Link de acesso: http://repositorio.ufsm.br/handle/1/16085

Current education policies, especially those developed in the last ten years in Brazil, have pointed out new perspectives in education with the aim of accompanying changes in society, aiming at the approximation of the different communities that compose it and providing access and valuation of methodologies that promote inclusive education mediated by multimedia tools. With this, Geography as a school discipline has evolved its techniques to accompany the demands that the new context of technologies in education has made possible and required, mainly to reach the students of the current generation that coexist with a great variety of informational and interactive instruments daily. In this sense, School Cartography also transforms, seeking the theoretical and practical modernization as well as the democratization of its didactic / pedagogical resources to attend the most diverse communities present in the schools. Therefore, this research sought to contribute to the process of improvement of contemporary multimedia techniques, with a focus on gamification, for the teaching and learning of school cartography for students from the deaf community of Santa Maria/RS. Thus, we had as general objective to evaluate the effectiveness of digital games as a tool for the cartographic literacy process of deaf and hearing-impaired students of the municipality, and for this it was necessary to elaborate a digital game in three-dimensional model that provides accessibility through the use of the Brazilian Sign Language in its interface. For this purpose, we have adopted the following specific objectives: a) to assist deaf and hearing-impaired students to understand relevant contents in the cartographic literacy process using a digital environment. b) to elaborate a digital game with contents of the school cartography using the Brazilian Language of Signals. c) apply the digital game with deaf students and disabled hearing aids. d) evaluate the efficacy of the digital game through the impression of the deaf and disabled use the resource. The methodology used was structured under three scientific methods of development and analysis of results, the inductive method in the phase of observation of the subjects of the research, the quantitative method in the collection of numerical data to build a profile on deaf and hearing-impaired students of Santa Maria, and the qualitative method used in the analysis of the evaluation in relation to the game by the students. The results obtained indicated the satisfactory use of the digital game as a viable resource for the teaching of school cartography for students of the deaf community and hearing impaired.