Teses e Dissertações defendidas no IFAL

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Navegando Teses e Dissertações defendidas no IFAL por Autor "Alves, Veronica de Medeiros"

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    O ensino de libras na formação dos profissionais de enfermagem: as mãos que cuidam também ouvem
    (INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2025-08-29) Santana, Marta Oliveira de; Fiori, Ana Paula Santos de Melo; http://lattes.cnpq.br/2598153346850335; Cavalcanti, Ricardo Jorge de Sousa; https://orcid.org/0000-0001-6990-6669; http://lattes.cnpq.br/2706881213553955; Alves, Veronica de Medeiros; https://orcid.org/0000-0002-4343-2941; http://lattes.cnpq.br/0469864896043898
    Inclusive education constitutes a growing demand in contemporary society, aimed at promoting equity and respect for diversity. In this context, the teaching of Brazilian Sign Language (Libras) emerges as an essential element for effective communication and the inclusion of deaf people, especially within healthcare services. This study aimed to analyze the contributions of Libras teaching to the education of students enrolled in the PostSecondary Technical Nursing Program at the Federal Institute of Alagoas (IFAL) – Benedito Bentes Campus, through the implementation and evaluation of a Basic Libras Course applied to the healthcare context. The research was grounded in the principles of inclusive education and holistic and omnilateral human development. Methodologically, it adopts a qualitative approach developed from the perspective of participatory action research, organized into four stages: (1) diagnostic and initial analysis; (2) development of the Educational Product (EP); (3) implementation and results analysis; and (4) final adjustments and evaluation. Data collection instruments included documentary analysis of the course’s Pedagogical Project (PPC) and the application of semi-structured questionnaires, via Google Forms, to the students. Thirty-nine students participated in the study, twenty-five of whom completed the course in its entirety. Data were analyzed qualitatively, through content analysis, and quantitatively, using descriptive statistics. The documentary analysis revealed that, although the PPC encompasses principles of humanization and integrality in healthcare, it does not explicitly include Libras as a mandatory or elective curricular component, nor does it provide for practices related to communication with the deaf community. Furthermore, no evidence of content transversality was found in other curricular units, exposing a gap in professional training for inclusive healthcare services. Regarding the students, the findings indicated recognition of the importance of Libras for professional practice, although most reported little or no previous contact with the language, as well as feelings of insecurity when attending to deaf patients. These findings reinforce the need for specific training in this field to foster the development of appropriate communicative competencies. In response, an Educational Product was developed and implemented in the form of a Basic Libras Course contextualized to healthcare, organized in a didactic sequence that integrated theory and practice, emphasizing simulated care situations. The results indicated significant progress in the recognition of Libras as an essential component of professional practice, in the development of inclusive attitudes, and in the understanding of deaf culture. Students demonstrated greater confidence and preparedness to provide humanized and accessible care, in line with the principles of the Brazilian Unified Health System (SUS). It is concluded that Libras teaching constitutes an essential aspect of technical nursing education, enabling meaningful learning experiences that directly impact the quality of healthcare. The course contributed to strengthening communicative competencies and raising awareness among future professionals, promoting inclusion, equity, and respect for human dignity. It is hoped that other institutions of Professional and Technological Education (EPT) will incorporate Libras into their curricula, thereby expanding their commitment to accessibility and to the comprehensive training of healthcare professionals.