A Educação de surdos na cidade de Teresina: o processo de inclusão em uma escola estadual
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2017
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A pesquisa procura analisar como acontece o processo de inclusão dos alunos surdos em uma Escola Estadual de Teresina, que atende alunos do 6o ao 9o anos do Ensino Fundamental Básico. Este estudo expõe a princípio a história da educação dos surdos de uma forma geral e especificamente no Brasil, expõe os modelos de educação utilizados para com os surdos, apresenta documentos internacionais e as leis educacionais do Brasil relacionadas a inclusão, reflete sobre o conceito de inclusão e aprendizagem dos alunos surdos e de como esta deve ocorrer. A pesquisa utiliza-se do conceito de linguagem segundo Vygotsky e Bakhtin, para explicar como a língua de sinais é fundamental para o indivíduo surdo, sendo o meio linguístico fundamental na sua formação social, cognitiva e emocional. A pesquisa realizada é de caráter qualitativo, quantitativo e descritivo, valendo-se de questionários com respostas abertas e fechadas, entrevistas semiestruturadas e diálogos abertos para compreender como os alunos surdos, professores da sala regular, professor da sala multifuncional e a coordenadora pedagógica avaliam o atual modelo de inclusão para os alunos surdos, bem como quais os resultados que são observados com a utilização deste padrão de ensino, que é regulamentado pelas Leis Educacionais do Brasil. O que se percebe, pelo estudo e análise dos instrumentos de pesquisa, é que os alunos surdos e professores não encontram total satisfação no modelo educacional vigente, pois aspectos importantíssimos para aprendizagem, como ter aulas em LIBRAS, não acontece de forma contínua na sala regular, faltando na escola um profissional, o intérprete de língua de sinais, que diminua as barreiras comunicativas entre professor e aluno, sendo necessário também que esses alunos tenham a adaptação de atividades e avaliações. Os professores da sala regular não tem formação em LIBRAS, ficando somente a cargo do Atendimento Educacional Especializado a mediação desses alunos no ambiente escolar. No entanto a escola tem iniciativas importantes como oferta da disciplina LIBRAS na grade curricular para todos os alunos da escola e a oferta do curso de LIBRAS para a comunidade.
Palavras-chave: Inclusão. Surdez. LIBRAS. Educação.
The research seeks to analyze how the process of inclusion of deaf students in a State School of Teresina which assists students from the 6th to the 9th grade of Basic Elementary School happens. This study exposes at fírst the history of education of the deaf in a general way and specifically in Brazil, exposes the models of education used for the deaf, presents intemational documents and the educational laws of Brazil related to inclusion, reflects on the concept of inclusion and learning of deaf students and how this should occur. The research uses the concept of language according to Vygotsky and Bakhtin to explain how the sign language is fundamental for the deaf individual for being the linguistic fundamental means in its social, cognitive and emotional formation. The research is qualitative, quantitative and descriptive using questionnaires with open and closed answers, semi-structured interviews and open dialogues to understand how deaf students, regular classroom teachers, multifunctional classroom teachers and pedagogical coordinators evaluate the current model of inclusion for deaf students, as well as what results are observed with the use of this Standard of education, which is regulated by the Brazilian Educational Laws. What is perceived by the study and analysis of the research instruments is that deaf students and teachers do not find total satisfaction in the current educational model, since important aspects for learning, such as taking classes in LIBRAS (Brazilian Sign Language) does not happen continuously in the regular classroom , lacking a professional in the school, the interpreter of sign language that reduces the communicative barriers between teacher and student, being also necessary that these students have the adaptation of activities and evaluations. Teachers in the regular classroom do not have LIBRAS education, and only the Specialized Educational Assistance is responsible for the mediation of these students in the school environment. However, the school has important initiatives like offering LIBRAS course in the curriculum for all the students of the school and the offer of LIBRAS course for the community. Keywords: Inclusion. Deafness. LIBRAS. Education.
The research seeks to analyze how the process of inclusion of deaf students in a State School of Teresina which assists students from the 6th to the 9th grade of Basic Elementary School happens. This study exposes at fírst the history of education of the deaf in a general way and specifically in Brazil, exposes the models of education used for the deaf, presents intemational documents and the educational laws of Brazil related to inclusion, reflects on the concept of inclusion and learning of deaf students and how this should occur. The research uses the concept of language according to Vygotsky and Bakhtin to explain how the sign language is fundamental for the deaf individual for being the linguistic fundamental means in its social, cognitive and emotional formation. The research is qualitative, quantitative and descriptive using questionnaires with open and closed answers, semi-structured interviews and open dialogues to understand how deaf students, regular classroom teachers, multifunctional classroom teachers and pedagogical coordinators evaluate the current model of inclusion for deaf students, as well as what results are observed with the use of this Standard of education, which is regulated by the Brazilian Educational Laws. What is perceived by the study and analysis of the research instruments is that deaf students and teachers do not find total satisfaction in the current educational model, since important aspects for learning, such as taking classes in LIBRAS (Brazilian Sign Language) does not happen continuously in the regular classroom , lacking a professional in the school, the interpreter of sign language that reduces the communicative barriers between teacher and student, being also necessary that these students have the adaptation of activities and evaluations. Teachers in the regular classroom do not have LIBRAS education, and only the Specialized Educational Assistance is responsible for the mediation of these students in the school environment. However, the school has important initiatives like offering LIBRAS course in the curriculum for all the students of the school and the offer of LIBRAS course for the community. Keywords: Inclusion. Deafness. LIBRAS. Education.
Descrição
Orientação: Emmanuel M.C.B. Sabino; co-orientação: Ana Benavente
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, EDUCATION, INCLUSÃO ESCOLAR, SCHOOL INCLUSION, SURDEZ, DEAFNESS, BRASIL, BRAZIL