A inclusão da comunidade surda na escola e na sociedade: estudo exploratório na atualidade
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2013
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Esta investigação aborda o fenómeno da inclusão da comunidade surda na sociedade em
geral, dando particular atenção à instituição escola, à família e à ocupação dos seus tempos
livres. Assim sendo, o objetivo principal desta dissertação foi perceber até que ponto se
assiste à inclusão de jovens surdos nas diversas instituições sociais. Ou seja, procuramos
perceber se a comunidade surda que frequenta a escola é ou não incluída no sistema de
ensino, bem como perceber de que forma esta inclusão se repercute na sociedade, tendo
essencialmente subjacente, os seus tempos livres e a sua interação familiar.
Considera-se importante abordar a temática da inclusão da comunidade surda, uma vez
que este tema representa uma realidade e um problema social que está bastante enraizado na
nossa sociedade.
O trabalho de campo incidiu sobre os jovens surdos que frequentam o Ensino Secundário
na Escola Carlos Amarante, e onde alguns professores dessa mesma instituição e pais dos
mesmos jovens foram também abordados, no sentido de tornar a investigação o mais
completa e transversal possível. Assim, a investigação foi desenvolvida através da aplicação
de inquéritos por questionário direcionados para cada um dos vários intervenientes (os jovens
alunos surdos, os professores e os pais). Após a recolha de dados, os inquéritos foram tratados
e analisados com o recurso ao software SPSS.
Pela análise dos dados obtidos, resultante da aplicação dos inquéritos aos jovens,
professores e pais, pôde concluir-se que a inclusão da Comunidade Surda depende muito do
meio familiar em que estão inseridos, entre outros contextos, como a escola, os tempos livres
e o meio social em que se encontram. Para além disso, foi possível percecionar que são
poucas as características inclusivas que nos levem a acreditar de que a inclusão social da comunidade surda seja um fenómeno real e concreto.
This investigation addresses the phenomenon of inclusion of the deaf community in school and in society in general, particularly focusing the school institution, the family and the occupation of their leisure time. Therefore, the main objective was to explore the extent of deaf youths’ inclusion in several social institutions. That is, we attempted to understand if the deaf community that attends school is, or is not, included in the education system, as well as realize the ways whereby their inclusion reverberates in society, having essentially underlying their free time and their family interaction. It is considered important to address the issue of the deaf community’ inclusion, since this theme represents a deeply rooted reality and social problem in our society. The field work focuses on deaf youths who attend the Carlos Amarante secondary school. Some teachers of that institution and the parents of those young people were also included in order to make the research as complete and transversal as possible. Thus, the research was developed through the application of different questionnaires to various stakeholders (young deaf students, teachers and parents). After data collection, surveys were processed and analysed using SPSS software. From data analysis, resulting from the application of surveys to young deaf people, teachers and parents, we were able to conclude that the inclusion of the deaf community is heavily dependent on the family environment in which they live, among other contexts, such as schools, leisure and social environment in which they are included. Furthermore, it was possible to understand that there are few inclusive features that lead us to believe that the inclusion of the deaf community is a real and concrete phenomenon.
This investigation addresses the phenomenon of inclusion of the deaf community in school and in society in general, particularly focusing the school institution, the family and the occupation of their leisure time. Therefore, the main objective was to explore the extent of deaf youths’ inclusion in several social institutions. That is, we attempted to understand if the deaf community that attends school is, or is not, included in the education system, as well as realize the ways whereby their inclusion reverberates in society, having essentially underlying their free time and their family interaction. It is considered important to address the issue of the deaf community’ inclusion, since this theme represents a deeply rooted reality and social problem in our society. The field work focuses on deaf youths who attend the Carlos Amarante secondary school. Some teachers of that institution and the parents of those young people were also included in order to make the research as complete and transversal as possible. Thus, the research was developed through the application of different questionnaires to various stakeholders (young deaf students, teachers and parents). After data collection, surveys were processed and analysed using SPSS software. From data analysis, resulting from the application of surveys to young deaf people, teachers and parents, we were able to conclude that the inclusion of the deaf community is heavily dependent on the family environment in which they live, among other contexts, such as schools, leisure and social environment in which they are included. Furthermore, it was possible to understand that there are few inclusive features that lead us to believe that the inclusion of the deaf community is a real and concrete phenomenon.
Descrição
Orientação : Augusto Deodato Guerreiro ; co-orientação: Andreia Maria Machado Vale
Palavras-chave
COMUNICAÇÃO, INCLUSÃO SOCIAL, FAMÍLIA, ESCOLAS, SURDEZ, OCUPAÇÃO DE TEMPOS LIVRES, COMMUNICATION, SOCIAL INCLUSION, FAMILY, SCHOOLS, DEAFNESS, LEISURE OCCUPATION, MESTRADO EM COMUNICAÇÃO ALTERNATIVA E TECNOLOGIAS DE APOIO