A formação dos professores que atuam com alunos surdos no ensino regular no Município de Marabá-Pará-Brasil
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2016
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A presente dissertação tem como objeto de estudo a formação de professores no ensino regular no município de Marabá-PA, voltada para a Educação Especial de alunos com surdez.
Com uma metodologia predominantemente quantitativa foram observados os temas abordados nas formações e entrevistados 52 professores que participaram das respectivas formações com
o objetivo principal de identificar os principais obstáculos para se lidar com a comunicação e
interação de alunos com surdez no ensino regular e apontar novas práticas pedagógicas que
possam colaborar para a formação de professores que lidam com esses alunos. Os resultados
mostram, entre outros fatores, as percepções e os desafios ainda a serem superados pela
docência do ensino regular referente ao aluno com surdez, tais como desconhecimento da
Língua Brasileira de Sinais (LIBRAS), ausência de interpretes e de materiais pedagógicos e
outros recursos específicos. Durante a pesquisa também foram desenvolvidas oficinas com os
professores com práticas pedagógicas para trabalhar com as crianças surdas nas salas regulares das escolas públicas de Marabá. Espera-se que esta pesquisa torne possível reflexões sobre a criação de novas propostas e temas para a formação do professor trabalhar com a inclusão escolar em sala comum, em particular, ao aluno com surdez.
This work has as study object the training of teachers in regular education in the city of Marabá-PA, focused on Special Education students with deafness. With a predominantly quantitative qualitative methodology the themes were observed in the training and interviewed 52 teachers who participated in their training with the main objective to identify the main obstacles to deal with the communication and interaction of students with deafness in mainstream education and point to new practices teaching that could contribute to the training of teachers who deal with these students. The results presented describe, among other factors, perceptions and challenges still to be overcome by teaching regular education related to the student with hearing loss, such as ignorance of the Brazilian Sign Language (LIBRAS), lack of interpreters and teaching materials and other specific features. During the research they were also developed workshops with teachers with pedagogical practices to work with deaf children in regular rooms of public schools in Marabá. It is hoped that this research makes it possible reflections on the creation of new proposals and topics for the training of teachers working with school inclusion in the common room, particularly the student with deafness.
This work has as study object the training of teachers in regular education in the city of Marabá-PA, focused on Special Education students with deafness. With a predominantly quantitative qualitative methodology the themes were observed in the training and interviewed 52 teachers who participated in their training with the main objective to identify the main obstacles to deal with the communication and interaction of students with deafness in mainstream education and point to new practices teaching that could contribute to the training of teachers who deal with these students. The results presented describe, among other factors, perceptions and challenges still to be overcome by teaching regular education related to the student with hearing loss, such as ignorance of the Brazilian Sign Language (LIBRAS), lack of interpreters and teaching materials and other specific features. During the research they were also developed workshops with teachers with pedagogical practices to work with deaf children in regular rooms of public schools in Marabá. It is hoped that this research makes it possible reflections on the creation of new proposals and topics for the training of teachers working with school inclusion in the common room, particularly the student with deafness.
Descrição
Orientação : Maria Eduarda Margarido Pires ; co-orientação: Ricardo Figueiredo Pinto
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ÁREA DE ESPECIALIZAÇÃO EM SUPERVISÃO PEDAGÓGICA E FORMAÇÃO DE FORMADORES, EDUCAÇÃO, EDUCATION, FORMAÇÃO DE PROFESSORES, TEACHERS EDUCATION, INCLUSÃO ESCOLAR, SCHOOL INCLUSION, EDUCAÇÃO ESPECIAL, SPECIAL EDUCATION, SURDEZ, DEAFNESS, BRASIL, BRAZIL