EDUCATIONAL TECHNOLOGIES AND INCLUSION EXPERIENCES

You Tube’s potential for teaching History to deaf people

Authors

DOI:

https://doi.org/10.31686/ijier.vol9.iss10.3467

Keywords:

Technology, You Tube History teaching, Special Education, Deafness

Abstract

A teaching proposal for deaf people will be outlined here, mediated through You Tube, that contemplates the topics covered in History classes, through the joint and collaborative construction of a digital library of Libras videos on this platform. Therefore, a brief contextualization is outlined on how the discipline has been organized in the Basic Education curriculum in face of the technological changes that take place at the turn of the 20th century with the advent of information and communication technologies (ICTs) The methodology used is a qualitative approach in a descriptive and exploratory character, which will analyze some bibliographical productions on the subject and the discussion of two You Tube channels.The dialogues with Pinsky (2016), Bispo and Barros (2016), Castells (1999), Queiroga Junior (2018), Coelho and Bottentuit Junior (2019), Correa (2002) and Pereira (2017), open up possibilities for thinking about the teaching of History mediated by ICTs. Among the results obtained, there is the relevance of thinking about mediated educational projects by educational technologies that contribute to the achievement of autonomy of the deaf person, respecting their different ways of learning.

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Author Biographies

Jadson Fernando Rodrigues Reis, Federal University of Maranhão

Master’s student in Culture and Society, Graduate Program in Culture and Society (PGCult), Federal University of Maranhão, São Luís, Maranhão, Brazil.

Francyhélia Benedita Mendes Sousa, Federal University of Maranhão

Master’s student in Culture and Society, Graduate Program in Culture and Society (PGCult), Federal University of Maranhão, São Luís, Maranhão, Brazil.

Ana Caroline Amorim Oliveira, Federal University of Maranhão

Teacher the Graduate Program in Culture and Society (PGCult), Federal University of Maranhão, São Luís, Maranhão, Brazil.

Pryscilla Santos de Carvalho, Federal University of Maranhão

Master’s student in Culture and Society, Graduate Program in Culture and Society (PGCult), Federal University of Maranhão, São Luís, Maranhão, Brazil.

Emanuely Ferreira dos Reis Luz, Federal University of Maranhão

Master’s student in Culture and Society, Graduate Program in Culture and Society (PGCult), Federal University of Maranhão, São Luís, Maranhão, Brazil.

Cedric Tempel Nakasu, Federal University of Maranhão

Master’s student in Culture and Society, Graduate Program in Culture and Society (PGCult), Federal University of Maranhão, São Luís, Maranhão, Brazil.

Sheila Cristina Bogéa dos Santos, Federal University of Maranhão

Master’s student in Culture and Society, Graduate Program in Culture and Society (PGCult), Federal University of Maranhão, São Luís, Maranhão, Brazil.

Camilla Garcêz Ribeiro, Federal University of Maranhão

Master’s student in Culture and Society, Graduate Program in Culture and Society (PGCult), Federal University of Maranhão, São Luís, Maranhão, Brazil.

Valdilene de Jesus Oliveira Santos, Federal University of Maranhão

Master’s student in Culture and Society, Graduate Program in Culture and Society (PGCult), Federal University of Maranhão, São Luís, Maranhão, Brazil.

Adriana Rodrigues De Sousa, Federal University of Maranhão

Master’s student in Culture and Society, Graduate Program in Culture and Society (PGCult), Federal University of Maranhão, São Luís, Maranhão, Brazil.

References

BISPO, L. M. C; BARROS, K. C. Vídeos do YouTube como recurso didático para o ensino de História. Atos de Pesquisa em Educação, 2016, vol. 11, no 3, p. 856- 877.

BITTENCOURT, C. M. F. Ensino de História: fundamentos e métodos. São Paulo: Cortez, 2004.

CASTELLS, M. A era da informação: economia, sociedade e cultura. São Paulo: Paz e Terra, 1999.

COELHO, F. M. T. S; BOTTENTUIT JUNIOR, J. B. O YouTube como instrumento de estímulo ao processo de aprendizagem nas Universidades. Revista InterSaberes, Curitiba, v. 14, Nº 31, jan./mar. 2019. Disponível em: https://www.uninter.com/intersaberes/index.php/revista/article/view/20/414327. Acesso em: 25 jun. 2020. DOI: https://doi.org/10.22169/revint.v14i31.1612

CORREA, J. Novas tecnologias da informação e da comunicação: novas estratégias de ensino/aprendizagem. In: COSCARELLI, Carla Viana (org). Novas Tecnologias, novos textos, novas formas de pensar. Belo Horizonte: Autêntica, 2002, p. 43- 50.

DE CERTEAU, M. A invenção do cotidiano: artes do Fazer. Petrópolis, Rio de Janeiro: Vozes, 1994.

DEL PRIORE, M. Historia do cotidiano e da vida privada. In: CARDOSO, C. F; VAINFAS, R. (Org.). Domínios da história: ensaios de teoria e metodologia. Rio de Janeiro: Campus, 1997.

FRAGA, L. F. C. Ensino de história, currículo e os desafios da inclusão escolar. In: SIMPÓSIO NACIONAL DE HISTÓRIA, 29, 2017, Brasília. Anais [...]. Brasília: Universidade de Brasília, 2017.

PEREIRA, C. C. A. F. Ensino de história para alunos surdos: práticas educacionais em escola pública de educação de surdos de São Paulo. Revista História & Ensino, Londrina, v. 23, n. 01, p.159-172, 2017. DOI: https://doi.org/10.5433/2238-3018.2017v23n1p159

PINSKY, J; PINSKY, C. Por uma História prazerosa e consequente. In: KARNAL, L. (org.). História na sala de aula: conceitos, práticas e propostas. São Paulo: Contexto, 2016 (6ª edição), p. 17-36.

QUEIROGA JÚNIOR, T. M. YouTube como plataforma para o ensino de História: na era dos “professores-youtubers”. 2018. 28 páginas. Trabalho de Conclusão de Curso na graduação em História Licenciatura – Universidade Federal da Integração Latino-Americana, Foz do Iguaçu, 2018.

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Published

01-10-2021

How to Cite

Reis, J. F. R., Sousa, F. B. M., Amorim Oliveira, A. C., Carvalho, P. S. de, Luz, E. F. dos R., Nakasu, C. T., Santos, S. C. B. dos, Garcêz Ribeiro, C., Santos, V. de J. O., & Sousa, A. R. D. (2021). EDUCATIONAL TECHNOLOGIES AND INCLUSION EXPERIENCES: You Tube’s potential for teaching History to deaf people. International Journal for Innovation Education and Research, 9(10), 404–414. https://doi.org/10.31686/ijier.vol9.iss10.3467

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