A inclusão do estudante surdo no ensino superior: das percepções de estudantes surdos e seus professores às práticas de sala de aula. Estudo de caso
Miniatura indisponível
Ficheiros
Data
2015
Autores
Título da revista
ISSN da revista
Título do Volume
Editora
Resumo
Considera-se pessoa surda àquela que tem a compreensão do mundo por meio de
experiências visuais, tendo uma cultura e língua própria, a língua brasileira de sinais –
LIBRAS, no caso do Brasil. Os surdos têm a sua identidade na comunicação, sendo
participantes de diversos contextos, podendo utilizar a mediação de um intérprete de
LIBRAS, a leitura e a escrita. Assim sendo, a educação inclusiva busca promover a
participação e a permanência desses estudantes surdos na instituição de ensino superior,
focando a reestrututração de culturas, políticas, currículos e práticas pedagógicas
respondendo às especificidades dos mesmos e de todos os estudantes. O objetivo da
nossa pesquisa é compreender o processo de inclusão dos estudantes surdos, no ensino
superior, através das percepções destes estudantes e das percepções e das práticas dos
seus professores, no curso de graduação em pedagogia. Esta investigação quanto à
abordagem se apresenta como sendo qualitativa, pois nos aponta caminhos para o
desenvolvimento de uma pesquisa mais próxima do cotidiano e das experiências dos
sujeitos. Quanto à natureza se apresenta como exploratória, pois buscamos descrever os
fatos e fenômenos da realidade encontrada no campo da pesquisa. Quanto à tipologia se
apresenta como sendo estudo de caso, pois se fez referência à análise de uma situação
específica. O campo da pesquisa foi uma instituição de ensino superior privada, onde o
nosso foco foi o curso de graduação em pedagogia, por ter estudantes surdos. A técnica
utilizada foi a entrevista com os estudantes surdos e os professores desses estudantes
bem como a observação das aulas dos professores. Trabalhar na perspectiva de uma
educação inclusiva se faz necessário para o desenvolvimento do processo de ensino e
aprendizagem que favoreça a todos os estudantes, do cuidado para com o outro, da
compreensão dos professores sobre o processo de inclusão dos estudantes surdos e da
aprendizagem dos mesmos e assim poder criar estratégias que favoreçam a inclusão e a
aprendizagem. Como resultados, verificou-se que a inclusão dos estudantes surdos no
ensino superior a partir das percepções e práticas de sala de aula observadas acontece
principalmente por meio da atuação do intérprete que medeia a comunicação, através de
um dos professores que conhece a LIBRAS e a utiliza, e também através de algumas
estratégias utilizadas pelos professores que favorecem a aprendizagem dos estudantes
surdos. No entanto, existem muitas dificuldades a serem superadas, como a falta de
comunicação entre professores e estudantes surdos, utilização de mais estratégias que
favoreçam a aprendizagem dos estudantes surdos e formação de professores na área de
LIBRAS e da educação inclusiva.
It is considered deaf to that person who has the understanding of the world through visual experiences, having a culture and own language, the Brazilian Sign Language - LIBRAS, in the case of Brazil. The deaf have their identity in communication, with participants from diverse backgrounds and may use the mediation of a LIBRAS interpreter, reading and writing. Therefore, inclusive education seeks to promote participation and the permanence of these deaf students in higher education institution, focusing on reestrututração cultures, policies, curricula and teaching practices responding to the specificities of ourselves and of all students. The goal of our research is to understand the process of inclusion of deaf students in higher education, through the perceptions of these students and the perceptions and practices of their teachers in the undergraduate course in pedagogy. This research on the approach appears to be qualitative, it points the ways to develop closer research of everyday life and experiences of subjects. The nature presents itself as exploratory, as we seek to describe the facts and phenomena of reality found in the research field. As for the typology is presented as case study, because it referred to the analysis of a specific situation. The field of research was a private institution of higher education, where our focus was on undergraduate degree in pedagogy, having deaf students. The technique used was the interview with deaf students and teachers of these students as well as the observation of the classes of teachers. Work towards an inclusive education is needed to develop the teaching and learning process that encourages all students, care for each other, understanding of teachers about the process of inclusion of deaf students and learning thereof and thus to create strategies that promote inclusion and learning. As a result, it was found that the inclusion of deaf students in higher education from the perceptions and classroom practices observed mainly happens through the work of the interpreter that mediates communication through a teacher who knows the LIBRAS and uses, and also through some strategies used by teachers who favor the learning of deaf students. However, there are many difficulties to be overcome, such as lack of communication between teachers and deaf students use more strategies that enhance the learning of deaf students and teacher training in the LIBRAS area and inclusive education.
It is considered deaf to that person who has the understanding of the world through visual experiences, having a culture and own language, the Brazilian Sign Language - LIBRAS, in the case of Brazil. The deaf have their identity in communication, with participants from diverse backgrounds and may use the mediation of a LIBRAS interpreter, reading and writing. Therefore, inclusive education seeks to promote participation and the permanence of these deaf students in higher education institution, focusing on reestrututração cultures, policies, curricula and teaching practices responding to the specificities of ourselves and of all students. The goal of our research is to understand the process of inclusion of deaf students in higher education, through the perceptions of these students and the perceptions and practices of their teachers in the undergraduate course in pedagogy. This research on the approach appears to be qualitative, it points the ways to develop closer research of everyday life and experiences of subjects. The nature presents itself as exploratory, as we seek to describe the facts and phenomena of reality found in the research field. As for the typology is presented as case study, because it referred to the analysis of a specific situation. The field of research was a private institution of higher education, where our focus was on undergraduate degree in pedagogy, having deaf students. The technique used was the interview with deaf students and teachers of these students as well as the observation of the classes of teachers. Work towards an inclusive education is needed to develop the teaching and learning process that encourages all students, care for each other, understanding of teachers about the process of inclusion of deaf students and learning thereof and thus to create strategies that promote inclusion and learning. As a result, it was found that the inclusion of deaf students in higher education from the perceptions and classroom practices observed mainly happens through the work of the interpreter that mediates communication through a teacher who knows the LIBRAS and uses, and also through some strategies used by teachers who favor the learning of deaf students. However, there are many difficulties to be overcome, such as lack of communication between teachers and deaf students use more strategies that enhance the learning of deaf students and teacher training in the LIBRAS area and inclusive education.
Descrição
Orientação: Isabel Rodrigues Sanches
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, ENSINO SUPERIOR, INCLUSÃO SOCIAL, INCLUSÃO ESCOLAR, DEFICIENTES AUDITIVOS, ALUNOS, PROFESSORES, PERCEÇÃO, PRÁTICAS PEDAGÓGICAS, ESTUDOS DE CASO, BRASIL, EDUCATION, HIGHER EDUCATION, SOCIAL INCLUSION, SCHOOL INCLUSION, HEARING IMPAIRED, STUDENTS, TEACHERS, PERCEPTION, PEDAGOGICAL PRACTICES, CASE STUDIES, BRAZIL