Media??es de ensino e aprendizagem para alunos surdos: a atua??o docente no ensino m?dio

• Ano de defesa: 2021
• Autor(a) principal: Cardoso, Anna Kelly Souza Santos
• Orientador(a): Ramos, Jos? Ricardo da Silva
• Banca de defesa: Ramos, Jos? Ricardo da Silva , Martins, Rodrigo Lema Del Rio , Coube, Roberta Jardim
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal Rural do Rio de Janeiro
• Programa de Pós-Graduação: Programa de P?s-Gradua??o em Educa??o Agr?cola
• Departamento: Instituto de Agronomia
• País: Brasil
• Palavras-chave em Português: Libras; Surdez; Ensino-aprendizagem
• Palavras-chave em Inglês: LSB; Deafness; Teaching-learning
• Área do conhecimento CNPq: Educa??o
• Link de acesso: https://tede.ufrrj.br/jspui/handle/jspui/6422

In view of the inclusion policy currently disseminated by the public authorities to society as of Law 10,436, of April 24, 2002, there is an urgent need to deepen the theoretical and didactic discussion on the importance of the Brazilian Sign Language (LSB) in the teachinglearning process of deaf students, based on their understanding and practice in the school scope. This research aims to investigate how teachers organize themselves pedagogically to include the deaf student and will include the following research subjects: thirteen hearing teachers, a pedagogical coordinator, a LSB interpreter and a deaf student, belonging to the Teaching Center in Full Time Multipurpose Teacher Antusa (CEPI) from the city of Campos Belos / GO. We opted for the qualitative methodological approach, using the questionnaire and observation instruments for data collection, which was carried out for two months. After applying the questionnaires, the researcher made observations of the teaching-learning situations in the classroom, aiming to unveil the pedagogical practice of the participants and thus perceive the notion of deafness and Brazilian Sign Language. Thus, it obtained results that enabled a discussion and conclusion of the research. Thus, the results showed that teachers have little dialogue with the deaf student, since they do not have Libras mastery, thus generating a dependency on the interpreter. In addition, few materials are adapted during the teaching-learning process, which causes a gap in relation to what the teacher teaches and the student learns. Finally, the family, in turn, remains oblivious to the process, making it even more difficult to find a solution to this problem