nÃo hà / Este estudo dedicou-se a investigar as facilidades, dificuldades e possibilidades relativas ao ensino na modalidade de educaÃÃo a distÃncia (EAD), a partir das observaÃÃes crÃticas de alunos e tutores em relaÃÃo à ferramenta de interaÃÃo fÃrum, em AVA, no Ãmbito das disciplinas Escrita de Sinais I, II e III, com o foco no uso da tecnologia na educaÃÃo de Surdos a distÃncia a partir de uma perspectiva bilÃngue. Realizou-se uma pesquisa exploratÃrio-descritiva de natureza qualiquantitativa. O Curso de Letras-LIBRAS à ofertado na modalidade EAD pela Universidade Federal de Santa Catarina em convÃnio com oito InstituiÃÃes de EducaÃÃo, dentre as quais està a Universidade Federal do CearÃ. Apesar da crescente difusÃo e adoÃÃo da EAD para o ensino em vÃrias Ãreas e com clientelas diversas, o uso dessa modalidade de ensino em curso de graduaÃÃo em Letras- LIBRAS para Surdos à novo, e traz vÃrias implicaÃÃes que favorecem a realizaÃÃo dos seguintes questionamentos: a EAD favorece a interaÃÃo entre os integrantes da comunidade Surda, dentro do ambiente virtual no qual se desenvolve o Letras- LIBRAS? Ela garante o contato entre os pares que se interligam tanto linguistica quanto geograficamente? Como os Surdos adultos, fluentes em LIBRAS, mas sem o domÃnio da escrita de sinais nem o domÃnio total da leitura e escrita do portuguÃs se beneficiarÃo de cursos nessa modalidade de ensino? Que efeitos a escrita exigida pelo fÃrum poderà ter para a educaÃÃo de Surdos? Resultados preliminares da pesquisa indicam uma preferÃncia tanto pelos alunos Surdos como pelos tutores do uso de vÃdeos em LIBRAS ao invÃs de escrever no fÃrum. No entanto a maioria teve uma ativa participaÃÃo enviando mensagens em lÃngua portuguesa com influÃncia da LIBRAS. / This study devoted itself to investigate the facilities, difficulties and possibilities related to teaching in distance education (EaD) modality. It was based on the critical comments of students and tutors concerning the interaction tool âforumâ, in AVA, in the disciplines SignWriting I, II and III, focusing technology use in deaf people distance education from a bilingual perspective. An exploratory descriptive research was carried out in a quali-quantitative approach. Letras-Libras course is offered in EaD modality by the Federal University of Santa Catarina in association with eight Educational Institutions, among which is the Federal University of Ceara. Despite EaD growing spread and adoption for education in various areas and with several audiences, the use of this type of education in a graduation course in Letras-LIBRAS for deaf people is new and brings several implications that serve for generating the following questions: EAD propitiates interaction among the members of the Deaf Community within the virtual environment in which Letras-LIBRAS takes place? It guarantees the contact among the pairs which are interconnected both linguistically and geographically? How deaf adults, fluent in LIBRAS but without SignWriting mastery nor Portuguese reading and writing total command will benefit themselves from courses in this modality of education? Which effects the writing required by the forum might have for deaf education? Preliminary results of the research indicate a preference by both deaf students and tutors for the use of videos in LIBRAS rather than writing in the forum. However, the majority had an active participation sending messages in Portuguese â with the influence of LIBRAS

L’un des buts de l’apprentissage des mathématiques est le développement du raisonnement et celui-ci participe à la compréhension des mathématiques. Très liée au raisonnement, la notion de preuve est aussi fondamentale à l’apprentissage des mathématiques, car elle permet d’établir la validité d’arguments mathématiques et de conférer un sens à différents concepts à travers l’explication de l’organisation logique du travail effectué. Toutefois, malgré l’importance accordée au développement de différents types de raisonnements, plusieurs élèves éprouvent des difficultés lorsqu’ils sont appelés à concevoir ou à évaluer des preuves. Dans le cadre de cette recherche, nous avons étudié l’impact de l’utilisation d’un forum électronique sur le développement d’habiletés de validation algébrique ainsi que sur le développement d’habiletés en lien avec l’évaluation de preuves en algèbre chez des élèves de 13 et 14 ans du Nouveau-Brunswick et du Québec. Les résultats laissent supposer que l’utilisation du forum électronique encourage le passage des preuves pragmatiques aux preuves intellectuelles, en plus de favoriser une utilisation adéquate des règles du débat mathématique. / One of the goals of learning mathematics is the development of reasoning, because it is essential to understand mathematics. Closely related to reasoning, the notion of proof is also fundamental in the learning of mathematics, because it allows students to establish the validity of mathematical arguments and put a sense on various concepts through logical explanation of their work. However, in spite of the importance placed on the development of the capacity to reason mathematically, several students are confronted with difficulties during the development or the evaluation of proofs. This study examined the impact of the use of a discussion forum on the development of algebraic validation skills as well as on the development of skills linked with the evaluation of the proof process in algebra with 13 and 14 year old students from New Brunswick and Quebec (Canada). The results lead us to believe that the use of the electronic forum encourages the passage from pragmatic proofs to intellectual proofs. It also seems to facilitate an adequate use of the rules of the mathematical debate.

L’un des buts de l’apprentissage des mathématiques est le développement du raisonnement et celui-ci participe à la compréhension des mathématiques. Très liée au raisonnement, la notion de preuve est aussi fondamentale à l’apprentissage des mathématiques, car elle permet d’établir la validité d’arguments mathématiques et de conférer un sens à différents concepts à travers l’explication de l’organisation logique du travail effectué. Toutefois, malgré l’importance accordée au développement de différents types de raisonnements, plusieurs élèves éprouvent des difficultés lorsqu’ils sont appelés à concevoir ou à évaluer des preuves. Dans le cadre de cette recherche, nous avons étudié l’impact de l’utilisation d’un forum électronique sur le développement d’habiletés de validation algébrique ainsi que sur le développement d’habiletés en lien avec l’évaluation de preuves en algèbre chez des élèves de 13 et 14 ans du Nouveau-Brunswick et du Québec. Les résultats laissent supposer que l’utilisation du forum électronique encourage le passage des preuves pragmatiques aux preuves intellectuelles, en plus de favoriser une utilisation adéquate des règles du débat mathématique. / One of the goals of learning mathematics is the development of reasoning, because it is essential to understand mathematics. Closely related to reasoning, the notion of proof is also fundamental in the learning of mathematics, because it allows students to establish the validity of mathematical arguments and put a sense on various concepts through logical explanation of their work. However, in spite of the importance placed on the development of the capacity to reason mathematically, several students are confronted with difficulties during the development or the evaluation of proofs. This study examined the impact of the use of a discussion forum on the development of algebraic validation skills as well as on the development of skills linked with the evaluation of the proof process in algebra with 13 and 14 year old students from New Brunswick and Quebec (Canada). The results lead us to believe that the use of the electronic forum encourages the passage from pragmatic proofs to intellectual proofs. It also seems to facilitate an adequate use of the rules of the mathematical debate.

GOMES, Geralda Neiva Cardins. Uso de fóruns para o estudo da escrita da língua de sinais. 2009. 172f. Dissertação (Mestrado em Tecnologia da Informação e Comunicação na Formação de EAD) – Universidade Federal do Ceará, Programa de Pós-Graduação em Tecnologia da Informação e Comunicação na Formação de EAD, Londrina-PR, 2009. / Submitted by Maria Josineide Góis (josineide@ufc.br) on 2012-07-02T14:42:08Z No. of bitstreams: 1 2009_Dis_GNCGomes.pdf: 4410038 bytes, checksum: cda7a449b0b709554e438676903fd4b5 (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-07-02T14:48:14Z (GMT) No. of bitstreams: 1 2009_Dis_GNCGomes.pdf: 4410038 bytes, checksum: cda7a449b0b709554e438676903fd4b5 (MD5) / Made available in DSpace on 2012-07-02T14:48:14Z (GMT). No. of bitstreams: 1 2009_Dis_GNCGomes.pdf: 4410038 bytes, checksum: cda7a449b0b709554e438676903fd4b5 (MD5) Previous issue date: 2009 / This study devoted itself to investigate the facilities, difficulties and possibilities related to teaching in distance education (EaD) modality. It was based on the critical comments of students and tutors concerning the interaction tool “forum”, in AVA, in the disciplines SignWriting I, II and III, focusing technology use in deaf people distance education from a bilingual perspective. An exploratory descriptive research was carried out in a quali-quantitative approach. Letras-Libras course is offered in EaD modality by the Federal University of Santa Catarina in association with eight Educational Institutions, among which is the Federal University of Ceara. Despite EaD growing spread and adoption for education in various areas and with several audiences, the use of this type of education in a graduation course in Letras-LIBRAS for deaf people is new and brings several implications that serve for generating the following questions: EAD propitiates interaction among the members of the Deaf Community within the virtual environment in which Letras-LIBRAS takes place? It guarantees the contact among the pairs which are interconnected both linguistically and geographically? How deaf adults, fluent in LIBRAS but without SignWriting mastery nor Portuguese reading and writing total command will benefit themselves from courses in this modality of education? Which effects the writing required by the forum might have for deaf education? Preliminary results of the research indicate a preference by both deaf students and tutors for the use of videos in LIBRAS rather than writing in the forum. However, the majority had an active participation sending messages in Portuguese – with the influence of LIBRAS / Este estudo dedicou-se a investigar as facilidades, dificuldades e possibilidades relativas ao ensino na modalidade de educação a distância (EAD), a partir das observações críticas de alunos e tutores em relação à ferramenta de interação fórum, em AVA, no âmbito das disciplinas Escrita de Sinais I, II e III, com o foco no uso da tecnologia na educação de Surdos a distância a partir de uma perspectiva bilíngue. Realizou-se uma pesquisa exploratório-descritiva de natureza qualiquantitativa. O Curso de Letras-LIBRAS é ofertado na modalidade EAD pela Universidade Federal de Santa Catarina em convênio com oito Instituições de Educação, dentre as quais está a Universidade Federal do Ceará. Apesar da crescente difusão e adoção da EAD para o ensino em várias áreas e com clientelas diversas, o uso dessa modalidade de ensino em curso de graduação em Letras- LIBRAS para Surdos é novo, e traz várias implicações que favorecem a realização dos seguintes questionamentos: a EAD favorece a interação entre os integrantes da comunidade Surda, dentro do ambiente virtual no qual se desenvolve o Letras- LIBRAS? Ela garante o contato entre os pares que se interligam tanto linguistica quanto geograficamente? Como os Surdos adultos, fluentes em LIBRAS, mas sem o domínio da escrita de sinais nem o domínio total da leitura e escrita do português se beneficiarão de cursos nessa modalidade de ensino? Que efeitos a escrita exigida pelo fórum poderá ter para a educação de Surdos? Resultados preliminares da pesquisa indicam uma preferência tanto pelos alunos Surdos como pelos tutores do uso de vídeos em LIBRAS ao invés de escrever no fórum. No entanto a maioria teve uma ativa participação enviando mensagens em língua portuguesa com influência da LIBRAS.