A percepção dos alunos do curso de Pedagogia presencial sobre a oferta da disciplina Libras na modalidade de EaD.

Abstract

The objective of the present research was to analyze how the students of the in-class course of pedagogy appropriate the resources available in the virtual learning environment Moodle, through the offer of Fundamentals of Libras, in the modality of online education. The qualitative research comprised a field study adopting a netnographic approach. The data collection was carried out through non-participant observation of the virtual classroom where the course was offered, the application of online and printed questionnaires, and semi-structured interviews. Sixteen female students of the classroom course given at UFMG participated in the research. They were asked to answer online and printed questionnaires. One of the students was also interviewed. The studies of Bernardino et. al. (2014), Santos et. al. (2015) and Frasca (2017), among others, were relevant to obtain a theoretical understanding to support the discussion about the teaching of Libras in the online modality. For discussions about the history and importance of education, studies such as those developed by Quadros and Schmiedt (2006), Strobel (2008) and Fernandes (2007) were analyzed. Regarding online learning in Brazil, virtual learning environments and Moodle, the constructions of Belloni (2008), Araújo Júnior and Marquesi (2009) and Mill (2016) were used, among others. On the netnographic approach, the work of Kozinets (2014) also guided important reflections about the virtual classroom. The results indicated that most of the students were familiar with online education, however, some of them were having this experience for the first time, which might have caused some degree of difficulty with the modality in question. Another difficulty was related to access to the course for several reasons, such as forgetfulness, lack of time, slow internet access, overwork, among others. There was low participation of the students in non-evaluative forums and activities. Participation in non-evaluative activities was slightly higher in the forums, however, it was not very expressive. Students who work were less involved in the course. Difficulties of adaptation to online education and access to Moodle were noticed. The number of flunks, withdrawals, and cancellation of registration pointed out that the incorporation of online education does not occur in the same way for all students. The proposed reflection allowed the understanding that the teaching of Fundamentals of Libras in the online modality, for the students of the in-class course of pedagogy, is feasible, nevertheless, the students did not have an adequate understanding of the resources available in the virtual learning environment Moodle, for learning the Fundamentals of Libras.