O aprendizado e o uso da lingua escrita por surdos profundos

• Ano de defesa: 2020
• Autor(a) principal: Lima, Ezer Wellington Gomes
• Outros Autores: [e-mail]
• Orientador(a): Senna, Luiz Antônio Gomes
• Banca de defesa: Glat, Rosana , Redig, Annie Gomes , Pletsh, Márcia Denise , Castro, Paula Almeida de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Centro de Educação e Humanidades::Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Educação; Surdez; Escrita; Modos de Pensamento
• Palavras-chave em Inglês: Deafness; Education; Writing; Thinking modes
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
• Link de acesso: http://www.bdtd.uerj.br/handle/1/17739

Due to the current educational situation of the deaf, especially the numerous aspects related to the representation of writing, we found that, because deaf students do not receive adequate stimuli to their cognitive, socio-affective, linguistic and political-cultural potential, many of these students have had considerable losses in their learning development. Therefore, this study is aimed at understanding the cost of implementing education policies for the profoundly deaf students, especially regarding overcoming the failure in the learning process and the use of written texts. The approach adopted in this research is theoretical and conceptual, as it focuses on the (re)construction of concepts, ideas and ideologies necessary to improve the theoretical foundations already developed about the topic. Its purpose is to try to understand factors that contribute to the relationship between the profoundly deaf and the text production process at school, to cooperate with the literacy process of these students, taking into account their difficulties and perspectives. Thus, we intend to provide inputs that guide and support the development of strategies and methodologies that favor the learning and inclusion processes of these students. The data obtained in this investigation reveal that the greatest difficulty that the profoundly deaf subject faces when producing written texts in school goes beyond the methodologies, philosophies and/or pedagogical actions employed in the teaching of written language. The concern about what has been exposed invites us to rethink about those who are different, not because they deviate from the standard, but because they are often not like most people. Such reflection makes it possible to resignify deafness and deaf subjects in other ways, considering the individual potentialities of the student, so that the school understands the differences within its environment.