PERCEPÇÕES DE DISCENTES SURDOS EM RELAÇÃO AO CONTEXTO DA INCLUSÃO NA UNIVERSIDADE FEDERAL DO MARANHÃO.
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 UFMA |
Texto Completo: | https://tedebc.ufma.br/jspui/handle/tede/tede/3492 |
Resumo: | The inclusion of deaf students in higher education is supported by Law No. 13,146/2015 (Statute of Persons with Disabilities) and Law No. 13,409/2016 (Cotas Law), which now guarantee access for people with disabilities to Universities. Decree No. 5626/05 emphasizes that the education of deaf people in federal institutions must promote access to communication and information, guaranteeing them an emancipatory education. In this context, this study has as its primary objective to analyze the perceptions of deaf students at the Federal University of Maranhão in relation to the teaching-learning process in the context of Inclusive Education. For that, a research was developed with elements of the historical dialectical materialism method of an exploratory, descriptive type, with a qualitative approach: with eight deaf participants enrolled, respectively, between the 3rd and 8th periods in the Courses of Literature-Libras, Accounting, Design, Theatre, Pedagogy and Pharmacy. Among these, four belong to the female gender (1 trans) and four to the male gender, aged between 23 and 35 years old. Data collection was carried out via Google Meet - due to the pandemic context caused by Coronavirus Disease 2019 - Covid-19, which caused the need for physical distance, and because the Federal University of Maranhão adopted the modality of emergency remote teaching - , through a collection instrument: semi-structured interviews with a script containing 16 questions related to the investigated object. The research results show that the deaf university students participating in the study experience difficulties in apprehending knowledge as a result of poor schooling conditions during basic education and the non-operationalization of inclusive education; lack of qualified teachers in special education; lack of interpreters of Brazilian Sign Language (Libras) at the University; lack of inclusive methodologies and didactic-pedagogical resources specifically aimed at deaf students; lack of professors who know how to communicate through Libras; lack of accessibility in information and communication. Thus, it is expected that the data and information produced can serve as subsidies in the process of formulating and improving public policies in the sphere of higher education. It is expected that this research will be complemented, given that, given the context of the Covid-19 pandemic, it was only possible to interview deaf students, with a future indication for further contributions regarding teachers and interpreters of deaf students. |
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CHAHINI, Thelma Helena Costahttp://lattes.cnpq.br/4061880434989954CHAHINI, Thelma Helena Costahttp://lattes.cnpq.br/4061880434989954SILVA, Silvana Maria Moura dahttp://lattes.cnpq.br/7591249364471347COSTA, Maria da Piedade Resende dahttp://lattes.cnpq.br/2791098416503955SEGADILHA, Delcineide Maria Ferreirahttp://lattes.cnpq.br/4517242437763711http://lattes.cnpq.br/8540100756179445GARRETO, Maelle Medeiros2022-02-23T14:36:26Z2021-10-25GARRETO, Maelle Medeiros. Percepções de discentes surdos em relação ao contexto da inclusão na Universidade Federal do Maranhão.. 2021. 137 f. Dissertação( Programa de Pós-Graduação em Educação/CCSO) - Universidade Federal do Maranhão, São Luís, 2021.https://tedebc.ufma.br/jspui/handle/tede/tede/3492The inclusion of deaf students in higher education is supported by Law No. 13,146/2015 (Statute of Persons with Disabilities) and Law No. 13,409/2016 (Cotas Law), which now guarantee access for people with disabilities to Universities. Decree No. 5626/05 emphasizes that the education of deaf people in federal institutions must promote access to communication and information, guaranteeing them an emancipatory education. In this context, this study has as its primary objective to analyze the perceptions of deaf students at the Federal University of Maranhão in relation to the teaching-learning process in the context of Inclusive Education. For that, a research was developed with elements of the historical dialectical materialism method of an exploratory, descriptive type, with a qualitative approach: with eight deaf participants enrolled, respectively, between the 3rd and 8th periods in the Courses of Literature-Libras, Accounting, Design, Theatre, Pedagogy and Pharmacy. Among these, four belong to the female gender (1 trans) and four to the male gender, aged between 23 and 35 years old. Data collection was carried out via Google Meet - due to the pandemic context caused by Coronavirus Disease 2019 - Covid-19, which caused the need for physical distance, and because the Federal University of Maranhão adopted the modality of emergency remote teaching - , through a collection instrument: semi-structured interviews with a script containing 16 questions related to the investigated object. The research results show that the deaf university students participating in the study experience difficulties in apprehending knowledge as a result of poor schooling conditions during basic education and the non-operationalization of inclusive education; lack of qualified teachers in special education; lack of interpreters of Brazilian Sign Language (Libras) at the University; lack of inclusive methodologies and didactic-pedagogical resources specifically aimed at deaf students; lack of professors who know how to communicate through Libras; lack of accessibility in information and communication. Thus, it is expected that the data and information produced can serve as subsidies in the process of formulating and improving public policies in the sphere of higher education. It is expected that this research will be complemented, given that, given the context of the Covid-19 pandemic, it was only possible to interview deaf students, with a future indication for further contributions regarding teachers and interpreters of deaf students.A inclusão de discentes surdos na educação superior está amparada na Lei nº 13.146/2015 (Estatuto da Pessoa com Deficiência) e na Lei nº 13.409/2016 (Lei de Cotas), que passam a garantir o acesso de pessoas com deficiência nas Universidades. O Decreto nº 5.626/05 destaca que a educação de surdos nas instituições federais deve promover o acesso à comunicação e à informação, garantindo-lhes uma educação emancipatória. Nesse contexto, este estudo tem por objetivo primário analisar as percepções dos discentes surdos da Universidade Federal do Maranhão em relação ao processo ensino-aprendizagem no contexto da Educação Inclusiva. Para tanto, foi desenvolvida uma pesquisa com elementos do método materialismo histórico dialético do tipo exploratória, descritiva, com abordagem qualitativa: com oito participantes surdos matriculados, respectivamente, entre os 3º e 8º períodos nos Cursos de Letras-Libras, Ciências Contábeis, Design, Teatro, Pedagogia e Farmácia. Dentre esses, quatro pertencem ao gênero feminino (1 trans) e quatro ao gênero masculino, com faixa etária entre 23 a 35 anos de idade. A coleta de dados fez-se via Google Meet – em razão do contexto de pandemia causado pela Coronavirus Disease 2019 – Covid-19, que ocasionou a necessidade de distanciamento físico, e porque a Universidade Federal do Maranhão adotou a modalidade de ensino remoto emergencial –, mediante instrumento de coleta: entrevistas semiestruturadas por um roteiro contendo 16 perguntas relacionadas ao objeto investigado. Os resultados da pesquisa evidenciam que os universitários surdos participantes do estudo sentem dificuldades na apreensão dos conhecimentos por consequência de más condições de escolarização no decorrer da educação básica e da não operacionalização da educação inclusiva; carência de docentes com qualificação na educação especial; carência de intérpretes da Língua Brasileira de Sinais (Libras) na Universidade; carência de metodologias inclusivas e de recursos didático-pedagógicos especificamente voltados aos discentes surdo; carência de docentes que saibam se comunicar por meio da Libras; carência de acessibilidade na informação e na comunicação. Espera-se que os dados e informações produzidos possam servir como subsídios no processo de formulação e aperfeiçoamento de políticas públicas no âmbito da educação superior. Tem-se como expectativa que esta pesquisa seja complementada, visto que, diante do contexto de pandemia da Covid-19, só foi possível entrevistar os discentes surdos, ficando indicação futura para posteriores contribuições referente aos docentes e intérpretes dos acadêmicos surdos.Submitted by Maria Aparecida (cidazen@gmail.com) on 2022-02-23T14:36:26Z No. of bitstreams: 1 Maelle2.pdf: 48456460 bytes, checksum: 7ff34d2f7431774c30b749895e50218f (MD5)Made available in DSpace on 2022-02-23T14:36:26Z (GMT). No. of bitstreams: 1 Maelle2.pdf: 48456460 bytes, checksum: 7ff34d2f7431774c30b749895e50218f (MD5) Previous issue date: 2021-10-25application/pdfporUniversidade Federal do MaranhãoPROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO/CCSOUFMABrasilDEPARTAMENTO DE EDUCAÇÃO II/CCSOEducação Superior;Discentes Surdos;Educação Inclusiva;Processo de Ensino-AprendizagemCollege education;Deaf Students;Inclusive education;Teaching Learning ProcessEducação EspecialPERCEPÇÕES DE DISCENTES SURDOS EM RELAÇÃO AO CONTEXTO DA INCLUSÃO NA UNIVERSIDADE FEDERAL DO MARANHÃO.PERCEPTIONS OF DEAF STUDENTS IN RELATION TO THE CONTEXT OF INCLUSION IN THE FEDERAL UNIVERSITY OF MARANHÃO.info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFMAinstname:Universidade Federal do Maranhão (UFMA)instacron:UFMAORIGINALDissertação Corrigida - Maelle Medeiros.pdfDissertação Corrigida - Maelle Medeiros.pdfapplication/pdf48427078http://tedebc.ufma.br:8080/bitstream/tede/3492/2/Disserta%C3%A7%C3%A3o+Corrigida+-+Maelle+Medeiros.pdf28311d35df440960b5df9793c7765cc0MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82255http://tedebc.ufma.br:8080/bitstream/tede/3492/1/license.txt97eeade1fce43278e63fe063657f8083MD51tede/34922022-05-27 11:34:42.299oai:tede2: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Biblioteca Digital de Teses e Dissertaçõeshttps://tedebc.ufma.br/jspui/PUBhttp://tedebc.ufma.br:8080/oai/requestrepositorio@ufma.br||repositorio@ufma.bropendoar:21312022-05-27T14:34:42Biblioteca Digital de Teses e Dissertações da UFMA - Universidade Federal do Maranhão (UFMA)false |
dc.title.por.fl_str_mv |
PERCEPÇÕES DE DISCENTES SURDOS EM RELAÇÃO AO CONTEXTO DA INCLUSÃO NA UNIVERSIDADE FEDERAL DO MARANHÃO. |
dc.title.alternative.eng.fl_str_mv |
PERCEPTIONS OF DEAF STUDENTS IN RELATION TO THE CONTEXT OF INCLUSION IN THE FEDERAL UNIVERSITY OF MARANHÃO. |
title |
PERCEPÇÕES DE DISCENTES SURDOS EM RELAÇÃO AO CONTEXTO DA INCLUSÃO NA UNIVERSIDADE FEDERAL DO MARANHÃO. |
spellingShingle |
PERCEPÇÕES DE DISCENTES SURDOS EM RELAÇÃO AO CONTEXTO DA INCLUSÃO NA UNIVERSIDADE FEDERAL DO MARANHÃO. GARRETO, Maelle Medeiros Educação Superior; Discentes Surdos; Educação Inclusiva; Processo de Ensino-Aprendizagem College education; Deaf Students; Inclusive education; Teaching Learning Process Educação Especial |
title_short |
PERCEPÇÕES DE DISCENTES SURDOS EM RELAÇÃO AO CONTEXTO DA INCLUSÃO NA UNIVERSIDADE FEDERAL DO MARANHÃO. |
title_full |
PERCEPÇÕES DE DISCENTES SURDOS EM RELAÇÃO AO CONTEXTO DA INCLUSÃO NA UNIVERSIDADE FEDERAL DO MARANHÃO. |
title_fullStr |
PERCEPÇÕES DE DISCENTES SURDOS EM RELAÇÃO AO CONTEXTO DA INCLUSÃO NA UNIVERSIDADE FEDERAL DO MARANHÃO. |
title_full_unstemmed |
PERCEPÇÕES DE DISCENTES SURDOS EM RELAÇÃO AO CONTEXTO DA INCLUSÃO NA UNIVERSIDADE FEDERAL DO MARANHÃO. |
title_sort |
PERCEPÇÕES DE DISCENTES SURDOS EM RELAÇÃO AO CONTEXTO DA INCLUSÃO NA UNIVERSIDADE FEDERAL DO MARANHÃO. |
author |
GARRETO, Maelle Medeiros |
author_facet |
GARRETO, Maelle Medeiros |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
CHAHINI, Thelma Helena Costa |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/4061880434989954 |
dc.contributor.referee1.fl_str_mv |
CHAHINI, Thelma Helena Costa |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/4061880434989954 |
dc.contributor.referee2.fl_str_mv |
SILVA, Silvana Maria Moura da |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/7591249364471347 |
dc.contributor.referee3.fl_str_mv |
COSTA, Maria da Piedade Resende da |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/2791098416503955 |
dc.contributor.referee4.fl_str_mv |
SEGADILHA, Delcineide Maria Ferreira |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/4517242437763711 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/8540100756179445 |
dc.contributor.author.fl_str_mv |
GARRETO, Maelle Medeiros |
contributor_str_mv |
CHAHINI, Thelma Helena Costa CHAHINI, Thelma Helena Costa SILVA, Silvana Maria Moura da COSTA, Maria da Piedade Resende da SEGADILHA, Delcineide Maria Ferreira |
dc.subject.por.fl_str_mv |
Educação Superior; Discentes Surdos; Educação Inclusiva; Processo de Ensino-Aprendizagem |
topic |
Educação Superior; Discentes Surdos; Educação Inclusiva; Processo de Ensino-Aprendizagem College education; Deaf Students; Inclusive education; Teaching Learning Process Educação Especial |
dc.subject.eng.fl_str_mv |
College education; Deaf Students; Inclusive education; Teaching Learning Process |
dc.subject.cnpq.fl_str_mv |
Educação Especial |
description |
The inclusion of deaf students in higher education is supported by Law No. 13,146/2015 (Statute of Persons with Disabilities) and Law No. 13,409/2016 (Cotas Law), which now guarantee access for people with disabilities to Universities. Decree No. 5626/05 emphasizes that the education of deaf people in federal institutions must promote access to communication and information, guaranteeing them an emancipatory education. In this context, this study has as its primary objective to analyze the perceptions of deaf students at the Federal University of Maranhão in relation to the teaching-learning process in the context of Inclusive Education. For that, a research was developed with elements of the historical dialectical materialism method of an exploratory, descriptive type, with a qualitative approach: with eight deaf participants enrolled, respectively, between the 3rd and 8th periods in the Courses of Literature-Libras, Accounting, Design, Theatre, Pedagogy and Pharmacy. Among these, four belong to the female gender (1 trans) and four to the male gender, aged between 23 and 35 years old. Data collection was carried out via Google Meet - due to the pandemic context caused by Coronavirus Disease 2019 - Covid-19, which caused the need for physical distance, and because the Federal University of Maranhão adopted the modality of emergency remote teaching - , through a collection instrument: semi-structured interviews with a script containing 16 questions related to the investigated object. The research results show that the deaf university students participating in the study experience difficulties in apprehending knowledge as a result of poor schooling conditions during basic education and the non-operationalization of inclusive education; lack of qualified teachers in special education; lack of interpreters of Brazilian Sign Language (Libras) at the University; lack of inclusive methodologies and didactic-pedagogical resources specifically aimed at deaf students; lack of professors who know how to communicate through Libras; lack of accessibility in information and communication. Thus, it is expected that the data and information produced can serve as subsidies in the process of formulating and improving public policies in the sphere of higher education. It is expected that this research will be complemented, given that, given the context of the Covid-19 pandemic, it was only possible to interview deaf students, with a future indication for further contributions regarding teachers and interpreters of deaf students. |
publishDate |
2021 |
dc.date.issued.fl_str_mv |
2021-10-25 |
dc.date.accessioned.fl_str_mv |
2022-02-23T14:36:26Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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dc.identifier.citation.fl_str_mv |
GARRETO, Maelle Medeiros. Percepções de discentes surdos em relação ao contexto da inclusão na Universidade Federal do Maranhão.. 2021. 137 f. Dissertação( Programa de Pós-Graduação em Educação/CCSO) - Universidade Federal do Maranhão, São Luís, 2021. |
dc.identifier.uri.fl_str_mv |
https://tedebc.ufma.br/jspui/handle/tede/tede/3492 |
identifier_str_mv |
GARRETO, Maelle Medeiros. Percepções de discentes surdos em relação ao contexto da inclusão na Universidade Federal do Maranhão.. 2021. 137 f. Dissertação( Programa de Pós-Graduação em Educação/CCSO) - Universidade Federal do Maranhão, São Luís, 2021. |
url |
https://tedebc.ufma.br/jspui/handle/tede/tede/3492 |
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UFMA |
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Brasil |
dc.publisher.department.fl_str_mv |
DEPARTAMENTO DE EDUCAÇÃO II/CCSO |
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Universidade Federal do Maranhão |
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