TECHNOLOGICAL EDUCATION FOR DEAF STUDENTS: CHALLENGES AND REFLECTIONS OF TEACHERS AND STUDENTS IN THE CONTEXT OF THE PANDEMIC

Abstract

Objective: To analyze the challenges and difficulties of teachers and students in deaf education in the use of technological education during the COVID-19 pandemic. Method: exploratory qualitative study. Data collection took place through a semi-structured questionnaire, sent by e-mail to two special education teachers and a deaf student from an association of the deaf in the Far West of Santa Catarina, who followed a previously prepared script. The analysis of the discourses was conducted according to Bardin's content analysis technique. Results and discussions: the findings show technological barriers, difficulties in pedagogical adaptation and limitations in access to accessibility resources, such as LIBRAS interpreters and subtitles. The teachers pointed out inclusive methodological challenges and the use of digital platforms. Deaf student highlighted the need for accessible materials and social interaction for effective learning. Strategies such as video calls, printed materials, and assistive technologies can minimize the impacts of the digital divide. Conclusion: remote teaching highlighted educational inequalities and the need for greater planning and training for the digital inclusion of deaf students. The improvement of educational technologies, the provision of adequate support and the continuous training of teachers are essential for equitable and accessible education.