O uso do Hand Talk como apoio na comunicação entre surdos e ouvintes de uma Escola Municipal de Taperoá-PB

• Ano de defesa: 2025
• Autor(a) principal: Sousa, Geruza Pereira de
• Orientador(a): Maciel, Maria do Rosario Gomes Germano
• Banca de defesa: Maciel, Maria do Rosario Gomes Germano., Onofre, Eduardo Gomes., Silva, Lebiam Tamar Gomes.
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual da Paraíba
• Programa de Pós-Graduação: Programa de Pós-Graduação do Profissional em Educação Inclusiva em Rede Nacional - PROFEI
• Departamento: Pró-Reitoria de Pós-Graduação e Pesquisa - PRPGP
• País: BR
• Palavras-chave em Português: Educação Inclusiva; Hand Talk; Tecnologia Assistiva; Libras; Comunicação Escolar
• Área do conhecimento CNPq: CIENCIAS HUMANAS
• Link de acesso: https://repositorio.uepb.edu.br/handle/123456789/75634

This study investigates the role of digital technologies, especially the Hand Talk application, as a support tool for communication among deaf students in inclusive school environments. It is grounded in the theoretical assumptions of the information society and in the contributions of authors such as Castells (2002), Lévy (2010), Kenski (2012), Almeida (2021), and Jatobá (2021), who discuss the incorporation of technologies into the educational process. The research adopts a qualitative approach of an exploratory and descriptive nature, supported by observations, video recordings, and analyses of pedagogical experiences. The locus of the study is a municipal school in Taperoá, Paraíba, and its main participant is a student with hearing impairment enrolled in the first year of elementary school. The interventions aimed to verify the effectiveness of Hand Talk in mediating communication between deaf and hearing students through activities involving greetings, emotions, school community members, objects, and everyday words. The results indicate that the use of the application fostered interaction among students, enabling the deaf student to achieve greater autonomy in Libras expression and promoting a more participatory and collaborative school environment. The class, in turn, demonstrated empathy and curiosity toward sign language, highlighting the potential of assistive technologies to strengthen inclusion and bilingual education. It is concluded that Hand Talk represents a relevant instrument to support teaching practice and meaningful learning when used in a planned manner and aligned with public inclusion policies. The study reaffirms the need for continuous investment in teacher training, communicational accessibility, and the integration of digital resources to ensure the right to communication and the full participation of deaf students in school life.