Realidade aumentada e inteligência artificial generativa com óculos 3D: novo olhar para o ensino bilíngue de geografia e ciências para o estudante surdo

Abstract

The research addresses the development of a lesson plan for bilingual teaching of Geography and Science to deaf students based on the principles of Universal Design for Learning (UDL) and the application of innovative technologies such as augmented reality and generative intelligence, , with the aim of analyzing the impacts of using UDL principles and augmented reality and generative artificial intelligence technologies in the development and implementation of a lesson plan for bilingual Geography and Science education for deaf students. It is justified that there is a lack of adapted bilingual teaching materials and limitations in traditional teaching methods, imposing challenges that can be minimized with inclusive assumptions. Educational inclusion requires strategies that address the linguistic and visual specificities of students, ensuring effective understanding of content. Thus, combined with the DUA approach, the proposal includes the use of games, augmented reality, and generative artificial intelligence with the use of 3D glasses and virtual assistants in sign language as an alternative to make the educational experience more interactive and immersive, facilitating the assimilation of spatial and scientific concepts. To this end, it addresses the following research question: How does a lesson plan based on DUA principles combined with augmented reality technology and generative artificial intelligence contribute to the implementation of inclusive educational practices in bilingual geography and science teaching for deaf students? To achieve the objective of this reseacrch, a qualitative approach was adopted based on the following methodological procedures of Design-based Research (Design-based Research Collective), according to the following five stages: situational diagnosis with classroom observation; review of the literature on the subject; development of a lesson plan focusing on the Solar System; evaluation by experts and teaching staff and validation and analysis of the proposal in practical application. Direct observation of classes, semi-structured interviews with students and teachers, and documentary analysis of teaching materials were used as data collection tools. The information was processed through content analysis, categorizing the collected data into main themes: student profiles and learning needs; analysis of the educational product in light of DUA and educational experience and impacts on the learning of deaf students. The results indicate that the use of digital technologies enabled students to interact with maps and 3D animations, in addition to the mediation of virtual assistants in Libras; this approach broadened the understanding of content by deaf students and led to greater engagement and strengthened inclusion in the teaching of Science and Geography. There is evidence that digital technologies offer great potential for promoting more equitable, accessible, and effective learning for deaf students in school environments, given the multiple forms of content presentation.