O jogo didático no ensino de sociologia como potencializador no processo de ensino-aprendizagem para os alunos surdos e ouvintes através da mediação na educação de jovens e adultos.

Abstract

This research has as general objective to produce and experience an inclusive educational game that enhances the teaching-learning process in the Teaching of sociology, through mediation in a classroom with deaf and hearing students in Youth and Adult Education. ; With regard to the specific objectives, this work presented the following objectives: carry out a bibliographic research referring to the Teaching of Sociology, the teaching of Sociology and its relationship with deaf students in Youth and Adult Education, methodologies in the teaching of Sociology, educational games as a teaching resource, mediating learning and culture within the scope of the teaching of Sociology; Characterize the school environment and research individuals; Describe the production process of the educational game; Report the experimentation of the educational game, characterizing the stages of pedagogical mediation within the scope of Action Research in the school context; Check out how the game may enhance the teaching-learning process through the mediation of the theme “culture” in the Sociology class; Identify how the experimentation of the educational game "Balaio Sociológico Cultural" may contribute to the interaction between deaf and hearing students in the Sociology class, and how it may contribute to the teaching-learning process within the scope of this course in high school. Regarding the theoretical framework of the Teaching of Sociology, the studies of Silva (2007), Sarandy (2011), among others, were adopted; as for the education of deaf people, Soares and Lacerda (2004), and Dorziat (2011) were used. The theorists used to present the educational games, among others, were: Piletti (2006), Huizinga (2007); and to finish the theoretical framework, it was discussed about Youth and Adult Education in the light of the studies by Bourdieu (1998) and Carneiro (2015). The research scenario was the State School of Full Time Education José Gonçalves de Queiroz, in the city of Sumé/PB. To carry out this research, we used the assumptions of qualitative research, through Action-Research and participant research. The research individuals were deaf and hearing students from EJA. The technique used in the research was participant observation, and the research instruments used were the field diary, questionnaire and conversation circle. The data analysis technique consisted of content analysis and comparative analysis, considering that it was evaluated before and after the game application. The evaluation of the game application process occurred through the construction of the scripts for: questionnaire and conversation circle. In this sense, the research was divided into moments of production and experimentation in the academic and school scenarios. At the end, we verified that the use of the educational game can be a possibility to mediate the teaching and learning of Sociology by deaf and hearing students in Youth and Adult Education, since it stimulated creativity, development of perceptions, action sense and critical sense.