The meanings of teachers on the inclusion of students with deafness in public schools in Caxias-MA
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Ensino em Perspectivas |
Texto Completo: | https://revistas.uece.br/index.php/ensinoemperspectivas/article/view/8946 |
Resumo: | The focus of this study is the meanings of teachers from public schools in Caxias-MA about the inclusion of students with deafness. Its problem question: What are the meanings of teachers about the teaching-learning process of deaf students? The general objective is to analyze the meanings of teachers about the schooling process of students with deafness, from the perspective of inclusive education. To support the study, it was based on theoretical contributions such as: Dorziat (2004) who theorizes the inclusion of the deaf, Mantoan (2003) and Silva (2011) who analyzes about and school inclusion. A qualitative research was chosen and the narrative interview was used as an instrument and technique for recording and collecting data, whose analytical basis was descriptive research. As a result of the research, it is understood that, in the twentieth century, there are still barriers to be overcome in order to have an inclusive society. In the meantime, it is considered that there is a need to build an education in an inclusive perspective, specifically in terms of accessibility: architectural and access to the curriculum, which enables the schooling process of students with deafness. The relevance of professionals qualified in Libras and who understand the deaf culture is highlighted in order to make the schooling process of students with deafness in the city of Caxias-MA happen in a satisfactory way. |
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The meanings of teachers on the inclusion of students with deafness in public schools in Caxias-MAAs significações de professores sobre a inclusão de alunos com surdez em escolas públicas de Caxias-MA Educação especial e inclusiva.Alunos com surdez.Inclusão escolar.Special and inclusive education.Deaf students.School inclusion.The focus of this study is the meanings of teachers from public schools in Caxias-MA about the inclusion of students with deafness. Its problem question: What are the meanings of teachers about the teaching-learning process of deaf students? The general objective is to analyze the meanings of teachers about the schooling process of students with deafness, from the perspective of inclusive education. To support the study, it was based on theoretical contributions such as: Dorziat (2004) who theorizes the inclusion of the deaf, Mantoan (2003) and Silva (2011) who analyzes about and school inclusion. A qualitative research was chosen and the narrative interview was used as an instrument and technique for recording and collecting data, whose analytical basis was descriptive research. As a result of the research, it is understood that, in the twentieth century, there are still barriers to be overcome in order to have an inclusive society. In the meantime, it is considered that there is a need to build an education in an inclusive perspective, specifically in terms of accessibility: architectural and access to the curriculum, which enables the schooling process of students with deafness. The relevance of professionals qualified in Libras and who understand the deaf culture is highlighted in order to make the schooling process of students with deafness in the city of Caxias-MA happen in a satisfactory way.O foco deste estudo trata-se das significações de professores de escolas públicas de Caxias-MA sobre a inclusão de alunos com surdez. Tem como questão problema: Quais as significações de professores acerca do processo de ensino-aprendizagem de alunos surdos? O objetivo geral consiste em analisar as significações de professores sobre o processo de escolarização de alunos com surdez, diante da perspectiva da educação inclusiva. Para embasar o estudo embasou-se em aportes teóricos como: Dorziat (2004) que teoriza a inclusão de surdos, Mantoan (2003) e Silva (2011) que analisa sobre e a inclusão escolar. Optou-se pela pesquisa do tipo qualitativa e utilizou-se como instrumento e técnica para registro e coleta de dados a entrevista narrativa, cuja base analítica foi à pesquisa descritiva. Como resultado da pesquisa compreende-se que, em pleno século XX, ainda, existem barreiras a serem sanadas para que se tenha uma sociedade inclusiva. Neste ínterim, considera-se que há necessidade de construção de uma educação na perspectiva inclusiva, especificamente quanto às acessibilidades: arquitetônica e de acesso ao currículo, que viabilize o processo de escolarização dos alunos com surdez. Exalta-se a relevância de profissionais qualificados em libras e que compreendam a cultura surda de modo a viabilizar o processo de escolarização de alunos com surdez, no município de Caxias-MA aconteça de forma satisfatória.EdUECE - Editora da Universidade Estadual do Ceará2022-10-26info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.uece.br/index.php/ensinoemperspectivas/article/view/8946Teaching in Perspectives; Vol. 3 No. 1 (2022): Ensino em Perspectivas; 1-10Enseñar en perspectivas; Vol. 3 Núm. 1 (2022): Ensino em Perspectivas; 1-10Ensino em Perspectivas; v. 3 n. 1 (2022): Ensino em Perspectivas; 1-102675-9144reponame:Ensino em Perspectivasinstname:Universidade Estadual do Ceará (UECE)instacron:UECEporhttps://revistas.uece.br/index.php/ensinoemperspectivas/article/view/8946/7404Copyright (c) 2022 Keila Alves dos Santos, Marcia Raika e Silva Limahttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSantos, Keila Alves dos Lima, Marcia Raika e Silva 2022-12-17T12:04:09Zoai:ojs.revistas.uece.br:article/8946Revistahttps://revistas.uece.br/index.php/ensinoemperspectivas/indexPUBhttps://revistas.uece.br/index.php/ensinoemperspectivas/oaiensino.perspectivas@gmail.com2675-91442675-9144opendoar:2022-12-17T12:04:09Ensino em Perspectivas - Universidade Estadual do Ceará (UECE)false |
dc.title.none.fl_str_mv |
The meanings of teachers on the inclusion of students with deafness in public schools in Caxias-MA As significações de professores sobre a inclusão de alunos com surdez em escolas públicas de Caxias-MA |
title |
The meanings of teachers on the inclusion of students with deafness in public schools in Caxias-MA |
spellingShingle |
The meanings of teachers on the inclusion of students with deafness in public schools in Caxias-MA Santos, Keila Alves dos Educação especial e inclusiva. Alunos com surdez. Inclusão escolar. Special and inclusive education. Deaf students. School inclusion. |
title_short |
The meanings of teachers on the inclusion of students with deafness in public schools in Caxias-MA |
title_full |
The meanings of teachers on the inclusion of students with deafness in public schools in Caxias-MA |
title_fullStr |
The meanings of teachers on the inclusion of students with deafness in public schools in Caxias-MA |
title_full_unstemmed |
The meanings of teachers on the inclusion of students with deafness in public schools in Caxias-MA |
title_sort |
The meanings of teachers on the inclusion of students with deafness in public schools in Caxias-MA |
author |
Santos, Keila Alves dos |
author_facet |
Santos, Keila Alves dos Lima, Marcia Raika e Silva |
author_role |
author |
author2 |
Lima, Marcia Raika e Silva |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Santos, Keila Alves dos Lima, Marcia Raika e Silva |
dc.subject.por.fl_str_mv |
Educação especial e inclusiva. Alunos com surdez. Inclusão escolar. Special and inclusive education. Deaf students. School inclusion. |
topic |
Educação especial e inclusiva. Alunos com surdez. Inclusão escolar. Special and inclusive education. Deaf students. School inclusion. |
description |
The focus of this study is the meanings of teachers from public schools in Caxias-MA about the inclusion of students with deafness. Its problem question: What are the meanings of teachers about the teaching-learning process of deaf students? The general objective is to analyze the meanings of teachers about the schooling process of students with deafness, from the perspective of inclusive education. To support the study, it was based on theoretical contributions such as: Dorziat (2004) who theorizes the inclusion of the deaf, Mantoan (2003) and Silva (2011) who analyzes about and school inclusion. A qualitative research was chosen and the narrative interview was used as an instrument and technique for recording and collecting data, whose analytical basis was descriptive research. As a result of the research, it is understood that, in the twentieth century, there are still barriers to be overcome in order to have an inclusive society. In the meantime, it is considered that there is a need to build an education in an inclusive perspective, specifically in terms of accessibility: architectural and access to the curriculum, which enables the schooling process of students with deafness. The relevance of professionals qualified in Libras and who understand the deaf culture is highlighted in order to make the schooling process of students with deafness in the city of Caxias-MA happen in a satisfactory way. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-10-26 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistas.uece.br/index.php/ensinoemperspectivas/article/view/8946 |
url |
https://revistas.uece.br/index.php/ensinoemperspectivas/article/view/8946 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.uece.br/index.php/ensinoemperspectivas/article/view/8946/7404 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Keila Alves dos Santos, Marcia Raika e Silva Lima http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Keila Alves dos Santos, Marcia Raika e Silva Lima http://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
EdUECE - Editora da Universidade Estadual do Ceará |
publisher.none.fl_str_mv |
EdUECE - Editora da Universidade Estadual do Ceará |
dc.source.none.fl_str_mv |
Teaching in Perspectives; Vol. 3 No. 1 (2022): Ensino em Perspectivas; 1-10 Enseñar en perspectivas; Vol. 3 Núm. 1 (2022): Ensino em Perspectivas; 1-10 Ensino em Perspectivas; v. 3 n. 1 (2022): Ensino em Perspectivas; 1-10 2675-9144 reponame:Ensino em Perspectivas instname:Universidade Estadual do Ceará (UECE) instacron:UECE |
instname_str |
Universidade Estadual do Ceará (UECE) |
instacron_str |
UECE |
institution |
UECE |
reponame_str |
Ensino em Perspectivas |
collection |
Ensino em Perspectivas |
repository.name.fl_str_mv |
Ensino em Perspectivas - Universidade Estadual do Ceará (UECE) |
repository.mail.fl_str_mv |
ensino.perspectivas@gmail.com |
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