A (in)visibilidade da cultura surda no contexto escolar do Centro Territorial de Educação Profissional Piemonte do Paraguaçu I de Itaberaba-Bahia

Detalhes bibliográficos
Autor(a) principal: Rodrigues, Isis Monteiro
Data de Publicação: 2018
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da UEFS
Texto Completo: http://tede2.uefs.br:8080/handle/tede/695
Resumo: This dissertation, entitled "The (in)visibility of the deaf culture in the school context of the Territorial Center of Professional Education of Piedmont of Paraguaçu I of Itaberaba-Bahia", aims to analyze how the school space has been perceiving and considering the different cultures existing in its context, specifically the deaf culture, and seek to contribute to the process of positivation of the deaf identity and the affirmation of its cultural specificities in educational practices. The theoretical basis of this research is based on studies on deafness, deaf culture, cultural artifacts, critical multiculturalism, Cultural Studies and Deaf Studies, with contributions in Batista and Canen, Costa, Hall, Kelman, McLaren, Perlin, Quadros, Rosa, Sá, Skliar, Strobel, among others. The research, with a qualitative approach, inspired by ethnography, had as subjects studied deaf students, teachers, translators and sign language interpreters, pedagogical coordinator and the director of the researched school. The instruments used for the construction of data were the semi-structured interview and participant observation. I also used the field diary and photographs. The results of the research indicated that the cultural artifacts of the deaf, such as sign language, visual experience and the visual arts, aregenerally not considered by the school. Thus, the first artifact, sign language, is partially envisaged, used only by deaf students and translators and interpreters of sign language at the school. The second artifact is contemplated in some projects developed by the school, but it is not part of the practices of all teachers studied. Already the third artifact, only inserted in the extra class activities of the school institution. Thus, it is concluded that the deaf culture has little visibility in the researched school. Thus, it is necessary to adopt some fundamental measures for the affirmation and permanence of the deaf culture in the school space, such as: moments of sensitization of the hearing professionals of the school on deafness and its specificities; socialization of LIBRAS at school so that communication with deaf students is not restricted to sign language translators and interpreters; extension of the cadre of sign language translators and interpreters so that the deaf are assisted in all classes; clarification on the role of TILS; investment in training teachers to work in the area of deafness, so that they know the peculiarities of this and contemplate in the methodological field and in the elaboration of projects that take into account the visual, linguistic and artistic peculiarities of the deaf. Finally, projects that favor the deaf culture, giving it greater relevance and visibility in school.
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spelling Araújo, Miguel Almir Lima dehttp://lattes.cnpq.br/266948604693166801910113557http://lattes.cnpq.br/8564022238595652Rodrigues, Isis Monteiro2018-07-31T21:41:39Z2018-05-15RODRIGUES, Isis Monteiro. A (in)visibilidade da cultura surda no contexto escolar do Centro Territorial de Educação Profissional Piemonte do Paraguaçu I de Itaberaba-Bahia. 2018, 134 f. Dissertação (Mestrado Acadêmico em Educação) - Universidade Estadual de Feira de Santana, Feira de Santana, 2018.http://tede2.uefs.br:8080/handle/tede/695This dissertation, entitled "The (in)visibility of the deaf culture in the school context of the Territorial Center of Professional Education of Piedmont of Paraguaçu I of Itaberaba-Bahia", aims to analyze how the school space has been perceiving and considering the different cultures existing in its context, specifically the deaf culture, and seek to contribute to the process of positivation of the deaf identity and the affirmation of its cultural specificities in educational practices. The theoretical basis of this research is based on studies on deafness, deaf culture, cultural artifacts, critical multiculturalism, Cultural Studies and Deaf Studies, with contributions in Batista and Canen, Costa, Hall, Kelman, McLaren, Perlin, Quadros, Rosa, Sá, Skliar, Strobel, among others. The research, with a qualitative approach, inspired by ethnography, had as subjects studied deaf students, teachers, translators and sign language interpreters, pedagogical coordinator and the director of the researched school. The instruments used for the construction of data were the semi-structured interview and participant observation. I also used the field diary and photographs. The results of the research indicated that the cultural artifacts of the deaf, such as sign language, visual experience and the visual arts, aregenerally not considered by the school. Thus, the first artifact, sign language, is partially envisaged, used only by deaf students and translators and interpreters of sign language at the school. The second artifact is contemplated in some projects developed by the school, but it is not part of the practices of all teachers studied. Already the third artifact, only inserted in the extra class activities of the school institution. Thus, it is concluded that the deaf culture has little visibility in the researched school. Thus, it is necessary to adopt some fundamental measures for the affirmation and permanence of the deaf culture in the school space, such as: moments of sensitization of the hearing professionals of the school on deafness and its specificities; socialization of LIBRAS at school so that communication with deaf students is not restricted to sign language translators and interpreters; extension of the cadre of sign language translators and interpreters so that the deaf are assisted in all classes; clarification on the role of TILS; investment in training teachers to work in the area of deafness, so that they know the peculiarities of this and contemplate in the methodological field and in the elaboration of projects that take into account the visual, linguistic and artistic peculiarities of the deaf. Finally, projects that favor the deaf culture, giving it greater relevance and visibility in school.A presente dissertação, intitulada “A (in)visibilidade da cultura surda no contexto escolar do Centro Territorial de Educação Profissional Piemonte do Paraguaçu I de Itaberaba-Bahia”, tem como objetivo analisar como o espaço escolar vem percebendo e considerando as diferentes culturas existentes em seu contexto, especificamente a cultura surda, e buscar contribuir no processo de positivação da identidade surda e na afirmação de suas especificidades culturais nas práticas educativas. A fundamentação teórica desta pesquisa pauta-se nos estudos sobre a surdez, a cultura surda, seus artefatos culturais, o multiculturalismo crítico, os Estudos Culturais e os Estudos Surdos, com aportes em Batista e Canen, Costa, Hall, Kelman, McLaren, Perlin, Quadros, Rosa, Sá, Skliar, Strobel, entre outros. A pesquisa, com abordagem qualitativa, inspirada na etnografia, teve como sujeitos pesquisados estudantes surdos, professoras, tradutores e intérpretes da língua de sinais, a coordenadora pedagógica e o diretor da escola pesquisada. Os instrumentos utilizados para a construção de dados foram a entrevista semiestruturada e a observação participante. Utilizei também o diário de campo e fotografias. Os resultados da pesquisa, indicaram que os artefatos culturais dos surdos, como a língua de sinais, a experiência visual e as artes visuais, de forma geral, não são contemplados pela escola pesquisada. Desse modo, o primeiro artefato, a língua de sinais, é contemplado parcialmente, sendo utilizado apenas pelos estudantes surdos e pelos tradutores e intérpretes da língua de sinais da escola. O segundo artefato é contemplado em alguns projetos desenvolvidos pela escola, mas não faz parte das práticas de todos os docentes pesquisados. Já o terceiro artefato, somente é inserido nas atividades extraclasses da instituição escolar. Assim, conclui-se que a cultura surda tem pouca visibilidade na escola pesquisada. Desta maneira, torna-se necessário a adoção de algumas medidas fundamentais para a afirmação e a permanência da cultura surda no espaço escolar, como: momentos de sensibilização dos profissionais ouvintes da escola sobre a surdez e as suas especificidades; socialização da LIBRAS na escola, a fim de que a comunicação com os estudantes surdos não fique restrita aos tradutores e intérpretes da língua de sinais; ampliação do quadro de tradutores e intérpretes da língua de sinais, para que os surdos sejam assistidos em todas as aulas; esclarecimento sobre a função do TILS; investimento em formação de professores para atuarem na área da surdez, a fim de que conheçam as peculiaridades desta e a contemple no campo metodológico e na elaboração de projetos que levem em consideração as peculiaridades visual, linguística e artística dos surdos. Enfim, projetos que favoreçam a cultura surda, dando-lhe maior relevância e visibilidade na escola.Submitted by Jadson Francisco de Jesus SILVA (jadson@uefs.br) on 2018-07-31T21:41:39Z No. of bitstreams: 1 dissertação Isis Monteiro Rodrigues.pdf: 2135812 bytes, checksum: 7bd0d6374b7b824dfec67b379f5f4992 (MD5)Made available in DSpace on 2018-07-31T21:41:39Z (GMT). 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dc.title.por.fl_str_mv A (in)visibilidade da cultura surda no contexto escolar do Centro Territorial de Educação Profissional Piemonte do Paraguaçu I de Itaberaba-Bahia
title A (in)visibilidade da cultura surda no contexto escolar do Centro Territorial de Educação Profissional Piemonte do Paraguaçu I de Itaberaba-Bahia
spellingShingle A (in)visibilidade da cultura surda no contexto escolar do Centro Territorial de Educação Profissional Piemonte do Paraguaçu I de Itaberaba-Bahia
Rodrigues, Isis Monteiro
Surdez
Estudos Culturais
Estudos Surdos
Multiculturalismo Crítico
Libras
Deafness
Cultural Studies
Deaf Studies
Multiculturalism Critical
EDUCACAO::ENSINO-APRENDIZAGEM
title_short A (in)visibilidade da cultura surda no contexto escolar do Centro Territorial de Educação Profissional Piemonte do Paraguaçu I de Itaberaba-Bahia
title_full A (in)visibilidade da cultura surda no contexto escolar do Centro Territorial de Educação Profissional Piemonte do Paraguaçu I de Itaberaba-Bahia
title_fullStr A (in)visibilidade da cultura surda no contexto escolar do Centro Territorial de Educação Profissional Piemonte do Paraguaçu I de Itaberaba-Bahia
title_full_unstemmed A (in)visibilidade da cultura surda no contexto escolar do Centro Territorial de Educação Profissional Piemonte do Paraguaçu I de Itaberaba-Bahia
title_sort A (in)visibilidade da cultura surda no contexto escolar do Centro Territorial de Educação Profissional Piemonte do Paraguaçu I de Itaberaba-Bahia
author Rodrigues, Isis Monteiro
author_facet Rodrigues, Isis Monteiro
author_role author
dc.contributor.advisor1.fl_str_mv Araújo, Miguel Almir Lima de
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/2669486046931668
dc.contributor.authorID.fl_str_mv 01910113557
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/8564022238595652
dc.contributor.author.fl_str_mv Rodrigues, Isis Monteiro
contributor_str_mv Araújo, Miguel Almir Lima de
dc.subject.por.fl_str_mv Surdez
Estudos Culturais
Estudos Surdos
Multiculturalismo Crítico
Libras
topic Surdez
Estudos Culturais
Estudos Surdos
Multiculturalismo Crítico
Libras
Deafness
Cultural Studies
Deaf Studies
Multiculturalism Critical
EDUCACAO::ENSINO-APRENDIZAGEM
dc.subject.eng.fl_str_mv Deafness
Cultural Studies
Deaf Studies
Multiculturalism Critical
dc.subject.cnpq.fl_str_mv EDUCACAO::ENSINO-APRENDIZAGEM
description This dissertation, entitled "The (in)visibility of the deaf culture in the school context of the Territorial Center of Professional Education of Piedmont of Paraguaçu I of Itaberaba-Bahia", aims to analyze how the school space has been perceiving and considering the different cultures existing in its context, specifically the deaf culture, and seek to contribute to the process of positivation of the deaf identity and the affirmation of its cultural specificities in educational practices. The theoretical basis of this research is based on studies on deafness, deaf culture, cultural artifacts, critical multiculturalism, Cultural Studies and Deaf Studies, with contributions in Batista and Canen, Costa, Hall, Kelman, McLaren, Perlin, Quadros, Rosa, Sá, Skliar, Strobel, among others. The research, with a qualitative approach, inspired by ethnography, had as subjects studied deaf students, teachers, translators and sign language interpreters, pedagogical coordinator and the director of the researched school. The instruments used for the construction of data were the semi-structured interview and participant observation. I also used the field diary and photographs. The results of the research indicated that the cultural artifacts of the deaf, such as sign language, visual experience and the visual arts, aregenerally not considered by the school. Thus, the first artifact, sign language, is partially envisaged, used only by deaf students and translators and interpreters of sign language at the school. The second artifact is contemplated in some projects developed by the school, but it is not part of the practices of all teachers studied. Already the third artifact, only inserted in the extra class activities of the school institution. Thus, it is concluded that the deaf culture has little visibility in the researched school. Thus, it is necessary to adopt some fundamental measures for the affirmation and permanence of the deaf culture in the school space, such as: moments of sensitization of the hearing professionals of the school on deafness and its specificities; socialization of LIBRAS at school so that communication with deaf students is not restricted to sign language translators and interpreters; extension of the cadre of sign language translators and interpreters so that the deaf are assisted in all classes; clarification on the role of TILS; investment in training teachers to work in the area of deafness, so that they know the peculiarities of this and contemplate in the methodological field and in the elaboration of projects that take into account the visual, linguistic and artistic peculiarities of the deaf. Finally, projects that favor the deaf culture, giving it greater relevance and visibility in school.
publishDate 2018
dc.date.accessioned.fl_str_mv 2018-07-31T21:41:39Z
dc.date.issued.fl_str_mv 2018-05-15
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dc.identifier.citation.fl_str_mv RODRIGUES, Isis Monteiro. A (in)visibilidade da cultura surda no contexto escolar do Centro Territorial de Educação Profissional Piemonte do Paraguaçu I de Itaberaba-Bahia. 2018, 134 f. Dissertação (Mestrado Acadêmico em Educação) - Universidade Estadual de Feira de Santana, Feira de Santana, 2018.
dc.identifier.uri.fl_str_mv http://tede2.uefs.br:8080/handle/tede/695
identifier_str_mv RODRIGUES, Isis Monteiro. A (in)visibilidade da cultura surda no contexto escolar do Centro Territorial de Educação Profissional Piemonte do Paraguaçu I de Itaberaba-Bahia. 2018, 134 f. Dissertação (Mestrado Acadêmico em Educação) - Universidade Estadual de Feira de Santana, Feira de Santana, 2018.
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