Difusão do conhecimento em língua de sinais por meio de tradução de informações de mapas geográficos para aplicativo digital

Abstract

The research addressed the dissemination of cultural and linguistic knowledge through the translation of cartographic information into sign writing within a technological application. Its objective was to investigate whether translating cartographic knowledge for its diffusion in digital media and exposing deaf and hearing individuals to a world map as a didactic resource—presented in a mobile application with information displayed in sign writing and Portuguese—could contribute to the teaching and learning of toponyms in sign language and, consequently, to the learning of toponyms in other spoken or signed languages and educational content involving cartography. The study was justified by the fact that deaf people face barriers in receiving information in language-related subjects when cultural content and geographical vocabulary are presented in unfamiliar signs and in written Portuguese. Methodologically, it was an exploratory and descriptive study, based on content analysis, interviews with deaf and hearing participants, and the application of evaluative instruments in a Control Group and an Experimental Group. The experimental group used the digital resource developed in this research (the application and maps in sign writing), while the control group relied solely on maps in Portuguese. Qualitative analyses were also carried out on the participants’ perceptions regarding the use of sign writing and the application, as well as quantitative comparisons between the groups’ performances. Statistical results indicated that the group using bilingual digital maps (written Libras and Portuguese) performed better than the Control Group, although the difference was not as large as initially expected. The interviews highlighted the relevance of bilingual presentation of toponyms, despite many participants’ limited familiarity with sign writing and difficulties in reading Portuguese. Furthermore, the importance of Google My Maps as a collaborative tool was emphasized, as it enabled deaf students to create and explore their own maps, enhancing autonomy and information assimilation. It is concluded that the thesis was confirmed: translating cartographic information into sign writing, combined with the development of a digital application, constitutes a didactic resource capable of promoting the learning of cultural, geographical, and linguistic content by both deaf and hearing individuals, in accordance with the principles of universal design and communicational accessibility. The results reinforce the need for continued research on assistive technologies using sign writing, as well as for public policies that encourage their dissemination and social appropriation.