A prática metodológica na alfabetização de estudantes surdos inclusos em escolas regulares : um estudo de caso
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2016
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Este estudo teve como objetivo analisar como são utilizados os procedimentos metodológicos com vistas à alfabetização de estudantes surdos de duas turmas (3º e 5º Anos) do Ensino Fundamental. As categorias teóricas eleitas foram: Metodologias de Ensino para Alfabetização de Estudantes Surdos; Educação Inclusiva e Cultura da Escola. Os teóricos que deram suporte à pesquisa empírica foram:Fernandes (1990), Mantoan (2007), Damázio (2007); Delors (1998), Sánches (2005), Freitas (2013); Guerra (2003), Santos (2005), Lüke (2009), entre outros. Foi realizada uma pesquisa qualitativa, descritiva, sob a forma de estudo de caso (Yin, 2001), subdividida em: pesquisa teórica e de campo com entrevista e observação in loco, obtenção, apresentação e análise dos resultados e considerações finais. A pesquisa de campo foi realizada,tendo como sujeitos: professoras regentes, intérpretes e instrutores de Libras e coordenadoras pedagógicas, ou seja, um profissional de cada áreade duas escolas públicas de Garanhuns/PE. A análise dos dados seguiu o aporte teórico/metodológico da Análise do Discurso (Orlandi, 1999). Os resultados mostram que a falta de formação profissional adequada coopera para a inadequação do emprego das metodologias de ensino visando à alfabetização de estudantes surdos em turmas inclusivas de forma geral em ambas escolas, necessitando assim, de metodologias apropriadas à turmas inclusivas.
This study had the aim of analysing how the methodological procedures are used regarding the alphabetizing of deaf students from two groups (3rd and 5th grades) from Elementary School. The theoretical categories elected were: Teaching Methodologies for Alphabetizing of Deaf Students; Inclusive Education and School Culture. The theoretical experts who backed up the empirical researches were: Fernandes (1990), Mantoan (2007), Damázio (2007); Delors (1998), Sánches (2005), Freitas (2013); Guerra (2003), Santos (2005), Lüke (2009), among others. A qualitative and descriptive research was made as a way of study of case (Yin, 2001), subdivided into: theoretical and field research with interview and observation in loco, acquirement, presentation and analysis of results and final considerations. The field research was made, having as subjects: active teachers, translators and instructors of Libras (the Brazilian Signal Language) and pedagogical coordinators, i.e., a professional from each area of two public schools in Garanhuns/PE. The data analysis followed the theoretical/methodological contribution of the Analysis of Speech (Orlandi, 1999). The results show that the lack of a proper professional graduation leads to the job misusage of the teaching methodologies aiming the alphabetizing of deaf students in inclusive groups in a general way for both schools, thus requiring proper methodologies for the inclusive groups.
This study had the aim of analysing how the methodological procedures are used regarding the alphabetizing of deaf students from two groups (3rd and 5th grades) from Elementary School. The theoretical categories elected were: Teaching Methodologies for Alphabetizing of Deaf Students; Inclusive Education and School Culture. The theoretical experts who backed up the empirical researches were: Fernandes (1990), Mantoan (2007), Damázio (2007); Delors (1998), Sánches (2005), Freitas (2013); Guerra (2003), Santos (2005), Lüke (2009), among others. A qualitative and descriptive research was made as a way of study of case (Yin, 2001), subdivided into: theoretical and field research with interview and observation in loco, acquirement, presentation and analysis of results and final considerations. The field research was made, having as subjects: active teachers, translators and instructors of Libras (the Brazilian Signal Language) and pedagogical coordinators, i.e., a professional from each area of two public schools in Garanhuns/PE. The data analysis followed the theoretical/methodological contribution of the Analysis of Speech (Orlandi, 1999). The results show that the lack of a proper professional graduation leads to the job misusage of the teaching methodologies aiming the alphabetizing of deaf students in inclusive groups in a general way for both schools, thus requiring proper methodologies for the inclusive groups.
Descrição
Orientação: Maria Eduarda
Margarido Pires ; co-orientação: Maria das Graças Andrade Ataíde de Almeida
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ÁREA DE ESPECIALIZAÇÃO EM ADMINISTRAÇÃO ESCOLAR, EDUCAÇÃO, METODOLOGIAS DE ENSINO, EDUCAÇÃO INCLUSIVA, ALFABETIZAÇÃO, DEFICIENTES AUDITIVOS, ESTUDOS DE CASO, EDUCATION, INCLUSIVE EDUCATION, LITERACY, HEARING IMPAIRED, CASE STUDIES, BRASIL, BRAZIL