Para ler vozes na tela: a escola como potencializadora das legendas como recurso de acessibilidade para surdos

Abstract

The use of subtitles in audiovisual objects is one of the important ways of accessibility for deaf people. However, in order for this path to be effective as a resource for inclusion, some confrontations must be done, among them, we highlight the lack of educational preparation of the users to interact in an autonomous and significant way with subtitles. For this reason, this doctoral thesis sought to investigate the possibilities of enhancing, within the scope of education, the use of subtitles in audiovisuals as a resource for accessibility and inclusion. The research had as general objective planning, implementing and evaluating the effectiveness of didactic activities aimed at the expansion, especially in deaf students, of the abilities to interact with subtitles present in audiovisual objects as a resource of accessibility and school and social inclusion. The set of these actions, we call educationware. The specific objectives were: a) to size the potential of planned and implemented didactic activities to promote users autonomy in the interaction with the audiovisual subtitles resource; b) identify and analyze the possibilities and limitations of the use of activities with subtitles and possible ways of using the resource for learning the Portuguese language as a second language by deaf students; c) develop and conceptualize, from this study in particular, an educational proposal called educationware aimed at the formation and preparation of students for the effective use of ICT resources; d) to elaborate a didactic guide for the use of the subtitle resource in audiovisuals in learning situations as way of dissemination and social contribution of the research. The theoreticalmethodological referential starts from the contributions of the bourdieusian theory about the school and the linguistic and pedagogical habitus, in addition to the contributions of thematic authors in the area of communication, information and communication technologies (ICTs), universal design, universal design for learning, bilingual education for the deaf, accessibility and inclusion. The thesis is that the deaf person's use and interaction with subtitles resources in technological objects, when effected by educationware in formal and/or informal education spaces, enhance the accessibility, the inclusion and the full exercise of the deaf person's citizenship. Regarding the nature of the research, it was developed under the qualitative and quantitative approach through the panel study methodology. 20 deaf and 13 hearings took part in the research for a period of eight months. The research was carried out in a public institution of higher education in the city of Dourados, Mato Grosso do Sul. The procedures for data generation and analysis involved: selection and download of audiovisual objects (media reception study), initial and procedural diagnostic evaluation , collection of testimony from the research group, implementation of didactic activities aimed at the interaction with the subtitling resource and application of 297 questionnaires, in a total of 2,970 questions used to follow the evolution of the group of participants in face of the consumption of subtitles in audiovisuals and also photographic and video records. The results show that the implementation of didactic activities with the purpose of increasing the interaction skills with subtitles potentiate the effective use of the resource and, consequently, generate positive impacts in the promotion of accessibility, school and social inclusion of the deaf person. Finally, the research highlights the importance of having the stage of preparation and formation, denominated educationware, in formal and/or informal educational spaces for the use and interaction with technological resources, without which, the effectiveness accessibility, inclusion and full exercise of citizenship can be compromised.