Licenciatura em Pedagogia (UAG)
URI permanente desta comunidadehttps://arandu.ufrpe.br/handle/123456789/2961
Siglas das Coleções:
APP - Artigo Publicado em Periódico
TAE - Trabalho Apresentado em Evento
TCC - Trabalho de Conclusão de Curso
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3 resultados
Resultados da Pesquisa
Item Um olhar sobre a inclusão: experiências e vivências de um aluno surdo no ensino superior(2019-12-16) Ferreira, Késsia Thalita Rodrigues de Sousa; Sarmento, Viviane Nunes; http://lattes.cnpq.br/3585393100374728; http://lattes.cnpq.br/4109459459975847This research was developed in a university located in the city of Garanhuns-PE. Its objective was to identify the actions developed in the institution aiming at the entrance and permanence of a deaf student in the pedagogy course, comparing their experiences with that of a former deaf student, graduated in this same course. We sought to know the political and pedagogical conceptions that permeate the inclusion of the deaf student in the university spaces. For this, interviews and observations were used as a data collection technique. The research is a case study with qualitative approach, with the participation of eight teachers, two interpreters and two deaf. For a better understanding on the subject, it was decided to make a historical outline of the main social and political events that precede the perspective of inclusion. For such, had as theoretical contribution the studies of Vasconcelos (2006 and 2018), Skliar (2005; 1998 e and 1999) among others. It was realized that an education based on difference and respect for the rights of the deaf person is necessary and urgent, making progress for all possible, since, as in the university, society still lives a confused moment about what to do to that inclusion actually happens, when public policies and current legislation show that it is the right of the deaf to be in the classroom and have the conditions of access and permanence with quality learning. The study also showed the need for greater propagation and use of sign language throughout the academic community, because it is through language and its interaction with the world that the human being is constituted.Item Afetividade: um elemento essencial para a inclusão de alunos surdos(2019-12-23) Ramos, Jaidete Pereira Melo; Alencar, Anderson Fernandes de; http://lattes.cnpq.br/9517716593738845The theme is justified by the importance of affection as an essential element in the relationships of people involved in the education of deaf students as a support to break the barriers found in the schools of Bom Conselho, PE. In this sense we observe the professional 'interpreter of Libras' as the person who absorbs the greatest attention of these students within the school, given the little knowledge of sign language both of professionals directly linked to these students and themselves, who come to school with its own language, developed only through interaction with the family, one of the reasons responsible for the learning and work difficulties of the interpreter. In this sense what caught our attention in particular was the fact that the role played by the interpreter of Libras in this school senary who works inside a classroom where, due to her poor knowledge of sign language, the teacher has little direct participation with deaf students. during classes, having difficulties to meet these teaching needs in this context. However, since being deaf is not a problem as they are capable of leading a totally normal life, the problem is the communication barrier that deprives them of social inclusion. The interpreter for these reasons has the need to behave as an instructor and teacher, in addition to his own role, overcoming the limitations brought by the fundamental principles of the code of ethics, the Internal Regulations of the National Federation of Deaf Integration (FENEIS), Thus based on the theoretical studies of Quadros (2004), Lacerda (2012), Carvalho (2012a; 2012b; 2016), Freire (1996) among others, as well as in the current laws of the country. From a qualitative field research through observations and semi-structured interviews, we sought to gather as much information as possible in order to better understand what happens in these relationships, in order to analyze and answer the following problem: Does affectivity have relevance in the inclusion and education of these students? Being observed as a feeling that moves social actors in this relationship, they support us in Wallon's theory (1975, 1995), that the school should offer an integral formation, regardless of being a special student or not, valuing the three dimensions, according to him: cognitive, affective and motor because they believe in this integration and that there is no development without affectivity.Item Educação bilíngue: um caminho para alfabetização de pessoas surdas(2019) Soares, Rhaysa de Lima; Vasconcelos, Norma Abreu e Lima Maciel de Lemos; http://lattes.cnpq.br/4261347568631671; http://lattes.cnpq.br/5925591721789374In order to discuss the methodologies applied in the literation of deaf people, this study presents bibliographic research developed by analysing academic thesis published in public universities from northeastern Brazil, from 2015 to 2018. Therefore, we performed a survey in these institutions' digital platforms, identifying the methodologies already in use. Considering the scarce findings, we selected only one thesis: the one that came closest to our aforementioned study object. After that, we resorted to legal texts about the topic, such as the "Libras act" (act nº 10.436/02), Decree nº 5.626/05, Brazilian Inclusion Act (act nº 13.146/15) and the National Education Plan (PNE 2014-2024). Furthermore, studies by Lacerda (1998, 2010, 2016) and Soares (1985, 2003) were mostly used. So, we could notice, according to the scope of the study, that there is, in the surveyed region, schools and teachers who care about using specific methodologies to literate students in the written portuguese language. However, this methods follow different ways of those proposed for deaf people bilingual education in this country, whose determination is that such curriculum contents must be thaught in sign language as the first language (L1), being the written portuguese language the second one (L2), which is considered more suitable to the specific necessities of the deaf person as a visual being. Thus, we verify that the methodologies presented by the studied thesis appoint which more efective actions are necessary so schools can, indeed, contribute to the literation of deaf students.