Os desafios da inclusão de surdos no contexto escolar e a aquisição da Língua Portuguesa na proposta de Educação Bilíngue

• Autor(a) principal: Oliveira, Paula de Carvalho Fragoso
• Data de Publicação: 2015
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/10672
• topic: Inclusive Education; Bilingual Education; Child with deafness; Portuguese; Sign Language; Criança com surdez; Língua Portuguesa; Língua de Sinais; Educação; Educação inclusiva; Educação bilíngue; Surdez; CNPQ::CIENCIAS HUMANAS::EDUCACAO

The research object is the Portuguese language teaching for deaf students in bilingual educational concept for deaf children aged 5 years and 11 months to 8 years. Bilingual education for people with hearing loss involves the teaching of sign language as their first language (L1) and Portuguese as a second language (L2). Observed how the teaching of Portuguese Language for the deaf student, children with hearing parents enrolled in classes in the early years of elementary school, three educational environments in the city of Rio de Janeiro. The visits took place in a special school in two inclusive public schools and an inclusive private school. The research involved six professionals: two teachers of common class, two teachers of specialized educational services, a deaf instructor and a special class teacher. Participating in 12 children with the above mentioned features, and 10 of them make use of hearing aids. Ten deaf children with speech therapy at school, and two do not make any type of care. I refer to the support classes in the resource room, eight of them participate in classes in the school itself; one attends classes at a school near his home, and three did not attend support classes because they are already special class of students. To answer the study's question: "How is the teaching of Portuguese for deaf children in bilingual educational concept" was necessary to know the teachers and other professionals involved in the educational process of the deaf child to determine their needs, potentials, interests and limitations. The research occurred in educational spaces observed and videotaped for an hour without intervention, from June 2013 to December 2014. Qualitative analysis was used the results to the categorization of activities. During the development of the study were carried footage of educational activities, field notes, interviews with professionals involved and guidance to families with information about the importance of participation in the study. According to the filming made, the main activities were categorized. The results showed that participation in the study took the professionals involved to reflect on the theme, review their actions and their beliefs. The study concludes that bilingual education is a promising way for deaf children fully develop their skills and potential, and grow independent and aware of their rights and duties. Subjects and active participants in society to which they belong