Educação, inclusão e TICs: o uso de Tecnologias da Informação e Comunicação como recurso para inclusão de deficientes auditivos

Abstract

This research addresses beyond the school inclusion, social inclusion of people deaf and with hearing loss, especially in relation to television, there for, the consume of television programs broadcast on the open chanels in Dourados, Mato Grosso do Sul. The study aimed to reflect the school's role in expanding the possibilities of use and the overcoming of limits on the consume of television programs mediated by accessibility features media (MAF), specifically the open captions, closed captioning and subtitle in sign language for deaf and hearing impaired. This is a quantitative and qualitative nature research with interdisciplinary feature, with theoretical approach based on authors who discuss communication, language and technology as preconditions for social participation, as Habermas, through Communicative Action Theory and Bourdieu in the Economics of Linguistic Exchanges, besides the use of theme authors who discuss about deaf education among others. The research was conducted through literature review, document analysis, panel study and field research. The results indicate that the accessibility features investigated, in compliance with legislation already available for some channels of broadcast television in Brazil, however, there are technical limitations that compromise the quality of the offer, as well as difficulties concerning the necessary skill to interaction with MAF by users: deaf and hearing impaired, making it impossible to access full ace information and entertainment provided by television, the study pointed out that lack of formal education by an instruction for these subjects can interact fully with these resources, mainly with regard to the effective development of language skills in Portuguese language in the written form and LBS. It is hoped that the study will contribute to overcoming the limitations in access to MAF, especially pointing out the role of the school, which can, through the use of these resources as a strategy for teaching-learning of reading and writing, expand the possibilities of use.