Authors
Rodrigues, Filipa Alexandra dos Reis Machado
Advisor(s)
Abstract(s)
Na educação para surdos a visão é considerada a via preferencial de acesso à informação
e os próprios surdos acreditam serem “aprendentes visuais”. As estratégias visualmente
orientadas estão na base das opções pedagógicas junto desta população escolar. No
entanto, as dificuldades no percurso escolar de alunos surdos têm sido estudadas e, o
ensino à distância em período de confinamento abriu novos debates sobre os desafios para
surdos e professores em modalidades virtuais de ensino, sobretudo, sobre o que se revela
ineficaz na prática docente.
Quisemos, inicialmente, conhecer as crenças dos professores de alunos surdos num tipo
de visualidade acrescida e como pode esta induzir na crença e investimento num estilo
visual de aprendizagem, e outros neuromitos relacionados com a forma como o cérebro
aprende. Foi assim realizado o Estudo de Perceção entre professores portugueses e suecos
(n=133), cuja metodologia escolhida se revelou pertinente pela reconhecida aproximação
entre os dois países no período inicial de implementação de educação para surdos em
Portugal. Os resultados entre grupos coincidem na crença de que os surdos possuem
visuais capacidades acrescidas quando comparados com os pares ouvintes, que
demonstram desfasamento no progresso escolar e que possuem mais dificuldades na
manutenção da atenção e concentração na sala de aula. A prevalência de falsas crenças é
semelhante entre países, ainda que as perceções sobre o tipo de dificuldades na
escolaridade dos surdos difiram entre contextos.
A partir de um primeiro estudo, desenvolvemos um segundo usando um design quasiexperimental junto de três grupos (n=51) de surdos e ouvintes, com e sem fluência em
Língua Gestual Portuguesa. O estímulo videográfico usado, análogo ao de uma aula no
regime de ensino à distância, revelou correlações entre a ineficácia do material
multimédia apresentado, níveis de fadiga substancial após a tarefa (aula) e prejuízo na
capacidade de evocação da informação transmitida (teste). Esta correlação foi verificada
em dois dos três grupos de participantes, sendo que no grupo de controle não se verificou
um aumento de fadiga pós tarefa nem prejuízo nos resultados do teste de conhecimentos.
Pelo exposto nesta tese, sublinhamos a necessidade de aprofundar a compreensão dos
mecanismos da cognição visual e potencial para conceber estratégias visualmente
orientadas mais eficazes junto de alunos surdos. Também importa conhecer mais sobre
as dimensões que poderão estar a agravar o desfasamento no percurso escolar desta
população em períodos de e-learning, bem como sobre as possíveis implicações da fadiga
em contexto profissional e na relação com a saúde e bem-estar psicossocial dos dois
grupos que mais se evidenciaram em risco de sobrecarga cognitiva no nosso segundo
estudo.
In deaf education, vision is considered the preferred way to access information and the deaf themselves believe they are visual learners. Visually oriented strategies are at the basis of pedagogical options with this school population. However, the difficulties in the school path of deaf students have been studied and, distance learning in confinement period opened new debates about the challenges for deaf people and teachers in virtual teaching modalities, especially, about what proves to be ineffective in teaching practice. We wanted, initially, to know the beliefs of teachers of deaf students in an increased type of visuality and how this may induce belief and investment in a visual learning style, and other neuromyths related to how the brain learns. The Perception Study between Portuguese and Swedish teachers (n=133) was thus carried out, whose chosen methodology proved pertinent due to the recognized rapprochement between the two countries in the initial period of implementation of deaf education in Portugal. The results between groups coincide in the belief that the deaf have visual enhanced abilities when compared to hearing peers; that they show lag in school progress and that they have more difficulties in maintaining attention and concentration in the classroom. The prevalence of false beliefs is similar across countries, although perceptions of the type of difficulties in deaf schooling differ between contexts. From this first study, we developed a quasi-experimental design with three groups (n=51) of deaf and hearing individuals, with and without fluency in Portuguese Sign Language. Using a videographic stimulus analogous to a distance learning class, the data reveal the correlation between the ineffectiveness of the multimedia material used, levels of substantial fatigue after the task (class) and impairment in performance in a test on the information transmitted. This correlation was verified in two of the three groups of participants, and in the control group there was neither an increase in post-task fatigue nor impairment in the results of the knowledge test. From what was exposed in this thesis, we underline the need to deepen the understanding of the mechanisms of visual cognition and potential to design more effective visually oriented strategies with deaf students. It is also important to know more about the dimensions that may be aggravating the mismatch in the schooling path of this population in e-learning periods, as well as about the possible implications of fatigue in a professional context and in the relationship with the health and psychosocial well-being of the two groups that were most at risk of cognitive overload in our research.
In deaf education, vision is considered the preferred way to access information and the deaf themselves believe they are visual learners. Visually oriented strategies are at the basis of pedagogical options with this school population. However, the difficulties in the school path of deaf students have been studied and, distance learning in confinement period opened new debates about the challenges for deaf people and teachers in virtual teaching modalities, especially, about what proves to be ineffective in teaching practice. We wanted, initially, to know the beliefs of teachers of deaf students in an increased type of visuality and how this may induce belief and investment in a visual learning style, and other neuromyths related to how the brain learns. The Perception Study between Portuguese and Swedish teachers (n=133) was thus carried out, whose chosen methodology proved pertinent due to the recognized rapprochement between the two countries in the initial period of implementation of deaf education in Portugal. The results between groups coincide in the belief that the deaf have visual enhanced abilities when compared to hearing peers; that they show lag in school progress and that they have more difficulties in maintaining attention and concentration in the classroom. The prevalence of false beliefs is similar across countries, although perceptions of the type of difficulties in deaf schooling differ between contexts. From this first study, we developed a quasi-experimental design with three groups (n=51) of deaf and hearing individuals, with and without fluency in Portuguese Sign Language. Using a videographic stimulus analogous to a distance learning class, the data reveal the correlation between the ineffectiveness of the multimedia material used, levels of substantial fatigue after the task (class) and impairment in performance in a test on the information transmitted. This correlation was verified in two of the three groups of participants, and in the control group there was neither an increase in post-task fatigue nor impairment in the results of the knowledge test. From what was exposed in this thesis, we underline the need to deepen the understanding of the mechanisms of visual cognition and potential to design more effective visually oriented strategies with deaf students. It is also important to know more about the dimensions that may be aggravating the mismatch in the schooling path of this population in e-learning periods, as well as about the possible implications of fatigue in a professional context and in the relationship with the health and psychosocial well-being of the two groups that were most at risk of cognitive overload in our research.
Description
Keywords
Cognição visual Educação à distância Fadiga Imagem Surdez Visual cognition E-Learning Fatigue Image Deaf and hard of hearing