Rompendo o silêncio: história de vida de indivíduos com surdocegueira adquirida

• Autor(a) principal: Lupetina, Raffaela de Menezes
• Data de Publicação: 2019
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/16557
• topic: Surdocegos; História de vida; Surdocegueira adquirida; Formas de comunicação; Libras tátil; Deafblind; Life's story; Acquired deafblindness; Forms of communication; Tactile brazilian sign language; CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO

This thesis aims to understand and analyze the trajectories of deafblind individuals within their own perspective. Seven young people and adults with acquired deafblindness from the states of Rio de Janeiro, São Paulo and Rio Grande do Sul participated in this study. This research has as its strong point the diverse forms of communication of the participants, which are: tactile Brazilian Sign Language, adapted Brazilian Sign language or close vision interpreting, voice amplification, close speaking and Tadoma. This is a qualitative research that uses the methodology of life story, valuing the reports of the deafblind as its main source. From the interviewees' reports, the following subcategories were formed: sensorial, mobility and accessibility conditions, educational trajectory, work activities and professional training, socio-affective relationships, family, leisure activities, prejudice and difficulties, identity as a deafblind person and perspectives for the future. Because story methodology privileges the speech, the voice and the testimony of the participants, having non-oralized interviewees brings even more richness to this research, as it gives them the opportunity to express themselves in a society that usually neglects them due to their specific forms of communication. The study showed specificities and commonalities among the interviewees, including: the desire to continue performing activities before their sensorial losses progresses as well as their relative isolation, as they reported that social life is limited to family and/or few friends within their school environment, not engaging in any activity to fullfill their leisure time. We hope this work will contribute to the field of education in general and special and inclusive education, especially in the area of deafblindness