Verbos em LIBRAS e Língua Portuguesa: O Papel da Tecnologia Assistiva no Ensino Bilíngue e Inclusivo.

Abstract

The theme explored in this research is the use of assistive technology as a pedagogical tool that can contribute to the teaching of learning in a bilingual school, promoting the inclusion and linguistic development of deaf and hearing students and teachers of the Portuguese subject, of Elementary School I at the Monsenhor Sebastião Scarzello Municipal School, in the Municipality of Joinville- SC. It is known that there are differences between Brazilian Sign Language (Libras) and Portuguese, regarding the realization of the verb individually or in context. While in Portuguese the morphological marks of time, aspect, number, gender and person are in the internal constitution of words, in Libras, the result is a complex combination of signs, gestures, and non-manual expressions and movements performed in the spaces of enunciation.Thus, the aim is to analyze the problems that exist in the methodological and didactic practices of teaching and learning deaf education, with regard to understanding, literacy and writing Portuguese as a second language. The general objective of the research is to expand and qualify bilingual teaching methodologies through the application of assistive technology, with a focus on the learning of verbs in Libras and written Portuguese by deaf students. The specific objectives are: To

investigate the evolution of bilingual education in Brazil, in light of linguistic- educational policies aimed at the inclusion of deaf students; To analyze deaf

students' understanding of isolated verbs and verbs in context in Libras; To identify didactic strategies for the classification and use of verbs in Libras; To establish equivalence relations between verbal structures in Libras and written Portuguese; To develop and apply accessible digital games as a didactic resource in bilingual education. From this, the research will address inclusive education, assistive technology, bilingual teaching, Libras, digital games and inclusive education.This work is based mainly on the theoretical foundations of Vygotsky, Fernandes, Saussure, Mantoan, Bardin, Lévy, Malheiro and authors who address inclusive education in Bilingual Education. Based on the teaching of classes in Libras, the research was carried out, mediated with appropriate strategies and methodologies and a qualitative and applied approach of Assistive Technology. The research contributes significantly to the field of bilingual and inclusive education by creating a “Guide to Bilingual Methodologies with Assistive Technologies”. Among the most relevant points of the conclusion, we highlight the valorization of the use of digital games as a pedagogical and interactive tool, with emphasis on Kahoot, which enable significant learning of verbs in Libras and written Portuguese. The guide's proposal not only promotes the education of deaf and hearing people, but also strengthens teaching performance by offering accessible and innovative resources, where there is a shortage. Final considerations, the use of the Guide and Kahoot in an accessible way for other subjects, adapting pedagogical strategies with assistive technologies for content beyond Libras, promoting bilingual practices in areas such as mathematics, science and history, using Kahoot as an interdisciplinary tool.