Percepção de pais de crianças surdas como agentes no desenvolvimento de linguagem de seus filhos
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://tede2.pucsp.br/handle/handle/23575 |
Resumo: | This research aims to analyze how parents of deaf children perceive themselves as agents in their children's language development. Considering that the language development of deaf children in early childhood runs through different contexts, it is necessary to understand the determining role of the interaction between parents and children, as well as educational proposals, which benefit this process. Starting from a reflection on the education of the deaf, the listener family - deaf child relationship and interaction, based on Vygotsky's propositions, it appears that it is in social relations that the meaning of the world by the subject is possible. A qualitative study of four case studies was carried out, using the focus group strategy. The subjects were four listener families of deaf students in early childhood education at IESP-DERDIC-PUC-SP. The analysis was carried out considering three themes as axes: the family’s mode of communication, the role of the school and the way of playing. In the communication modality, there is a lack of knowledge of Libras and solutions such as simplifying or asking for support for more fluent users are evident. Communication difficulties are also interpreted as cognitive difficulties or “lack of maturity”. Regarding the role of the school, most families seem to believe that school is the place to learn new signs. In the last analyzed axis, playing, families demonstrate difficulty in identifying the relationship between understanding from a cognitive point of view, and that imposed by the language barrier, in addition to a restriction on the proposals for games, joke and storytelling. It is concluded that the families do not seem to perceive themselves as protagonists in the language development of their children, they value the bilingual school, but there is no clarity about the consequences of this choice. These findings suggest that school actions are necessary through guidance, reception, exchange and among others, contact with other families with deaf parents in order to have more contact with sign language |
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Novaes, Beatriz Cavalcanti de Albuquerque CaiubyPimentel, Simone Fontes de Mattos2021-05-25T13:29:05Z2021-03-30Pimentel, Simone Fontes de Mattos. Percepção de pais de crianças surdas como agentes no desenvolvimento de linguagem de seus filhos. 2021. 46 f. Dissertação (Mestrado em Fonoaudiologia) - Programa de Estudos Pós-Graduados em Fonoaudiologia, Pontifícia Universidade Católica de São Paulo, São Paulo, 2021.https://tede2.pucsp.br/handle/handle/23575This research aims to analyze how parents of deaf children perceive themselves as agents in their children's language development. Considering that the language development of deaf children in early childhood runs through different contexts, it is necessary to understand the determining role of the interaction between parents and children, as well as educational proposals, which benefit this process. Starting from a reflection on the education of the deaf, the listener family - deaf child relationship and interaction, based on Vygotsky's propositions, it appears that it is in social relations that the meaning of the world by the subject is possible. A qualitative study of four case studies was carried out, using the focus group strategy. The subjects were four listener families of deaf students in early childhood education at IESP-DERDIC-PUC-SP. The analysis was carried out considering three themes as axes: the family’s mode of communication, the role of the school and the way of playing. In the communication modality, there is a lack of knowledge of Libras and solutions such as simplifying or asking for support for more fluent users are evident. Communication difficulties are also interpreted as cognitive difficulties or “lack of maturity”. Regarding the role of the school, most families seem to believe that school is the place to learn new signs. In the last analyzed axis, playing, families demonstrate difficulty in identifying the relationship between understanding from a cognitive point of view, and that imposed by the language barrier, in addition to a restriction on the proposals for games, joke and storytelling. It is concluded that the families do not seem to perceive themselves as protagonists in the language development of their children, they value the bilingual school, but there is no clarity about the consequences of this choice. These findings suggest that school actions are necessary through guidance, reception, exchange and among others, contact with other families with deaf parents in order to have more contact with sign languageEsta pesquisa tem como objetivo, analisar como pais de crianças surdas se percebem como agentes no desenvolvimento de linguagem de seus filhos. Considerando que o desenvolvimento de linguagem de crianças surdas na primeira infância, perpassa por diferentes contextos, se faz necessário compreender o papel determinante da interação entre pais e filhos, bem como propostas educacionais, que beneficiem este processo. Partindo de uma reflexão sobre a educação do surdo, a relação família ouvinte – filho surdo e interação, baseando-se nas proposições de Vygotsky, constatase que é nas relações sociais que é possível a significação do mundo pelo sujeito. Foi realizado um estudo qualitativo de quatro estudos de casos, mediante a aplicação da estratégia de grupo focal. Os sujeitos foram quatro famílias ouvintes de alunos surdos da educação infantil do IESP-DERDIC-PUC-SP. A análise foi realizada considerando três temas como eixos: a modalidade de comunicação da família, o papel da escola e o brincar. Na modalidade comunicação, percebe-se o não domínio de Libras e soluções como simplificar ou pedir suporte à usuários mais fluentes, ficam evidentes. A dificuldade de comunicação é também interpretada como uma dificuldade cognitiva ou “falta de amadurecimento”. Sobre o papel da escola, a maioria das famílias demonstra acreditar que é na escola o local de aprender novos sinais. No último eixo analisado, o brincar, as famílias demonstram dificuldade em identificar a relação entre compreensão do ponto de vista cognitivo, e a imposta pela barreira da língua além de uma restrição das propostas de jogos, brincadeiras e contação de histórias. Concluise que as famílias parecem não se perceber protagonistas do desenvolvimento de linguagem dos filhos, valorizam a escola bilíngue, mas não tem clareza dos desdobramentos dessa escolha. Esses achados sugerem que ações da escola são necessárias através de orientação, acolhimento, troca e, dentre outras, o contato com outras famílias com pais surdos com vistas a maior convivência com a língua de sinaisFundação São Paulo - FUNDASPapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/53527/Simone%20Fontes%20de%20Mattos%20Pimentel.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em FonoaudiologiaPUC-SPBrasilFaculdade de Ciências Humanas e da SaúdeSurdosCrianças surdas - Relações com a famíliaPais e filhosDeafDeaf children - Family relationshipsParent and childCNPQ::CIENCIAS DA SAUDE::FONOAUDIOLOGIAPercepção de pais de crianças surdas como agentes no desenvolvimento de linguagem de seus filhosPerception of parents of deaf children as agents in their children's language developmentinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTSimone Fontes de Mattos Pimentel.pdf.txtSimone Fontes de Mattos Pimentel.pdf.txtExtracted texttext/plain76722https://repositorio.pucsp.br/xmlui/bitstream/handle/23575/5/Simone%20Fontes%20de%20Mattos%20Pimentel.pdf.txt8f0e4fd92eb921d7784d26fa4e28d009MD55ORIGINALSimone Fontes de Mattos Pimentel.pdfSimone Fontes de Mattos Pimentel.pdfapplication/pdf2449334https://repositorio.pucsp.br/xmlui/bitstream/handle/23575/2/Simone%20Fontes%20de%20Mattos%20Pimentel.pdf089c9514f35b30ac9f763fd3ec28c49aMD52LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Percepção de pais de crianças surdas como agentes no desenvolvimento de linguagem de seus filhos |
dc.title.alternative.eng.fl_str_mv |
Perception of parents of deaf children as agents in their children's language development |
title |
Percepção de pais de crianças surdas como agentes no desenvolvimento de linguagem de seus filhos |
spellingShingle |
Percepção de pais de crianças surdas como agentes no desenvolvimento de linguagem de seus filhos Pimentel, Simone Fontes de Mattos Surdos Crianças surdas - Relações com a família Pais e filhos Deaf Deaf children - Family relationships Parent and child CNPQ::CIENCIAS DA SAUDE::FONOAUDIOLOGIA |
title_short |
Percepção de pais de crianças surdas como agentes no desenvolvimento de linguagem de seus filhos |
title_full |
Percepção de pais de crianças surdas como agentes no desenvolvimento de linguagem de seus filhos |
title_fullStr |
Percepção de pais de crianças surdas como agentes no desenvolvimento de linguagem de seus filhos |
title_full_unstemmed |
Percepção de pais de crianças surdas como agentes no desenvolvimento de linguagem de seus filhos |
title_sort |
Percepção de pais de crianças surdas como agentes no desenvolvimento de linguagem de seus filhos |
author |
Pimentel, Simone Fontes de Mattos |
author_facet |
Pimentel, Simone Fontes de Mattos |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Novaes, Beatriz Cavalcanti de Albuquerque Caiuby |
dc.contributor.author.fl_str_mv |
Pimentel, Simone Fontes de Mattos |
contributor_str_mv |
Novaes, Beatriz Cavalcanti de Albuquerque Caiuby |
dc.subject.por.fl_str_mv |
Surdos Crianças surdas - Relações com a família Pais e filhos |
topic |
Surdos Crianças surdas - Relações com a família Pais e filhos Deaf Deaf children - Family relationships Parent and child CNPQ::CIENCIAS DA SAUDE::FONOAUDIOLOGIA |
dc.subject.eng.fl_str_mv |
Deaf Deaf children - Family relationships Parent and child |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS DA SAUDE::FONOAUDIOLOGIA |
description |
This research aims to analyze how parents of deaf children perceive themselves as agents in their children's language development. Considering that the language development of deaf children in early childhood runs through different contexts, it is necessary to understand the determining role of the interaction between parents and children, as well as educational proposals, which benefit this process. Starting from a reflection on the education of the deaf, the listener family - deaf child relationship and interaction, based on Vygotsky's propositions, it appears that it is in social relations that the meaning of the world by the subject is possible. A qualitative study of four case studies was carried out, using the focus group strategy. The subjects were four listener families of deaf students in early childhood education at IESP-DERDIC-PUC-SP. The analysis was carried out considering three themes as axes: the family’s mode of communication, the role of the school and the way of playing. In the communication modality, there is a lack of knowledge of Libras and solutions such as simplifying or asking for support for more fluent users are evident. Communication difficulties are also interpreted as cognitive difficulties or “lack of maturity”. Regarding the role of the school, most families seem to believe that school is the place to learn new signs. In the last analyzed axis, playing, families demonstrate difficulty in identifying the relationship between understanding from a cognitive point of view, and that imposed by the language barrier, in addition to a restriction on the proposals for games, joke and storytelling. It is concluded that the families do not seem to perceive themselves as protagonists in the language development of their children, they value the bilingual school, but there is no clarity about the consequences of this choice. These findings suggest that school actions are necessary through guidance, reception, exchange and among others, contact with other families with deaf parents in order to have more contact with sign language |
publishDate |
2021 |
dc.date.accessioned.fl_str_mv |
2021-05-25T13:29:05Z |
dc.date.issued.fl_str_mv |
2021-03-30 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
Pimentel, Simone Fontes de Mattos. Percepção de pais de crianças surdas como agentes no desenvolvimento de linguagem de seus filhos. 2021. 46 f. Dissertação (Mestrado em Fonoaudiologia) - Programa de Estudos Pós-Graduados em Fonoaudiologia, Pontifícia Universidade Católica de São Paulo, São Paulo, 2021. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/23575 |
identifier_str_mv |
Pimentel, Simone Fontes de Mattos. Percepção de pais de crianças surdas como agentes no desenvolvimento de linguagem de seus filhos. 2021. 46 f. Dissertação (Mestrado em Fonoaudiologia) - Programa de Estudos Pós-Graduados em Fonoaudiologia, Pontifícia Universidade Católica de São Paulo, São Paulo, 2021. |
url |
https://tede2.pucsp.br/handle/handle/23575 |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Fonoaudiologia |
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PUC-SP |
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Brasil |
dc.publisher.department.fl_str_mv |
Faculdade de Ciências Humanas e da Saúde |
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Pontifícia Universidade Católica de São Paulo |
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