TECNOLOGIAS DIGITAIS NO ENSINO DE LIBRAS: INTERFACES ALTERNATIVAS PARA OUVINTES

INTERFACES ALTERNATIVAS PARA OUVINTES

Abstract

Abstract: In the contemporary scenario described by Pierre Lévy (1999) in his work Cyberculture, digital technologies stand out as transformative interfaces that enhance possibilities for interaction and social inclusion in the educational environment. Inspired by his visions, this study analyzes the use of digital technologies as innovative interfaces in the teaching of Brazilian Sign Language (Libras) as a second language (L2) for hearing students. The research explores the potentialities and challenges associated with the application of these interfaces, evaluating their benefits and limitations in pedagogical practice. Furthermore, it reflects on the relevance of integrating these resources into the education of hearing individuals, considering communicative, cultural, and digital aspects, based on Kenski (1998), Mercado (2002), and Xavier (2019, 2023). Bibliographic and qualitative in nature, the study analyzes digital interfaces such as the Librário app, the LibrasLab app, the SAELL website (Support System for Libras Studies as L2), and the YouTube channel Min e as Mãozinhas. Despite the identified weaknesses, the results highlight the capacity of these technologies to promote greater accessibility and pedagogical innovation in Libras teaching, pointing to the need for new interfaces that broaden the horizons of learning in the digital environment, especially for hearing students who wish to learn Libras as L2.

Keywords: Libras teaching as L2; Digital inclusion; Digital interfaces in education.