A permanência do aluno surdo no contexto universitário : desafios e estratégias
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFMT |
Texto Completo: | http://ri.ufmt.br/handle/1/3927 |
Resumo: | Higher education is important in vocational training, however, the university context is a challenging phase for students, especially when it comes to deaf students. Due to disability, the deaf student faces several barriers, which can cause dropout, making the rate of deaf students graduated in higher education low. In this sense, the research conducted with undergraduate students of the Libras Degree course at the Federal University of Mato Grosso (UFMT) aimed to understand the process of insertion and path of these students and to know the strategies used for permanence. The research is inserted in the qualitative approach of descriptive character through survey of categories. Four deaf students who completed the undergraduate degree course in Letters-Libras at UFMT campus Cuiabá participated, through a semi-structured interview. Participant's ages ranged from 30 to 33 years, with the majority being female and the only deaf member in the family. The barriers faced by the deaf in the educational environment since early childhood education is an aspect that draws attention to a reflection on the inequality of opportunities in the process of insertion in higher education. The results revealed that, in general, the insertion in basic education in a regular school was perceived as a negative experience, due to the fact that they could not communicate efficiently with colleagues, teachers and managers. Different strategies were used to stay in higher education and relate to the qualification of professionals and changes in curricular practices offered by the course. Appreciation of deaf education in the academic environment is not an easy task, but it can be a step towards the personal and professional fulfillment of these subjects. |
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A permanência do aluno surdo no contexto universitário : desafios e estratégiasSujeito surdoEducação superiorPermanênciaCNPQ::CIENCIAS HUMANAS::EDUCACAODeaf subjectCollege educationPermanenceHigher education is important in vocational training, however, the university context is a challenging phase for students, especially when it comes to deaf students. Due to disability, the deaf student faces several barriers, which can cause dropout, making the rate of deaf students graduated in higher education low. In this sense, the research conducted with undergraduate students of the Libras Degree course at the Federal University of Mato Grosso (UFMT) aimed to understand the process of insertion and path of these students and to know the strategies used for permanence. The research is inserted in the qualitative approach of descriptive character through survey of categories. Four deaf students who completed the undergraduate degree course in Letters-Libras at UFMT campus Cuiabá participated, through a semi-structured interview. Participant's ages ranged from 30 to 33 years, with the majority being female and the only deaf member in the family. The barriers faced by the deaf in the educational environment since early childhood education is an aspect that draws attention to a reflection on the inequality of opportunities in the process of insertion in higher education. The results revealed that, in general, the insertion in basic education in a regular school was perceived as a negative experience, due to the fact that they could not communicate efficiently with colleagues, teachers and managers. Different strategies were used to stay in higher education and relate to the qualification of professionals and changes in curricular practices offered by the course. Appreciation of deaf education in the academic environment is not an easy task, but it can be a step towards the personal and professional fulfillment of these subjects.CAPESA educação superior tem importância na formação profissional, porém, o contexto universitário é uma fase desafiadora para os estudantes, principalmente quando se trata de estudante surdo. Devido à deficiência, o aluno surdo enfrenta diversas barreiras, o que pode provocar a evasão, tornando baixo o índice de alunos surdos formados na educação superior. Nesse sentido, a pesquisa realizada com alunos do curso de licenciatura de Letras-Libras da Universidade Federal de Mato Grosso (UFMT) teve como objetivo compreender o processo de inserção e percurso desses alunos e conhecer as estratégias utilizadas para a permanência. A pesquisa se insere na abordagem qualitativa de caráter descritivo por meio de levantamento de categorias. Participaram quatro alunos surdos concluintes do curso de licenciatura em Letras-Libras da UFMT campus Cuiabá, através de entrevista semiestruturada. A idade dos participantes variou entre 30 e 33 anos, sendo a maioria do gênero feminino e únicos membros surdos em suas famílias. As barreiras enfrentadas pelos surdos no ambiente educacional desde a educação infantil é um aspecto que chama a atenção para uma reflexão acerca da desigualdade de oportunidades no processo de inserção na educação superior. Os resultados revelaram que de modo geral, a inserção na educação básica em escola de ensino regular foi percebida como uma experiência negativa, devido ao fato de não conseguirem comunicação eficiente com colegas, professores e gestores. Diferentes estratégias foram utilizadas para permanência no ensino superior e relacionam-se com a qualificação de profissionais e mudanças nas práticas curriculares oferecidas pelo curso. A valorização da educação de surdos no ambiente acadêmico não é uma tarefa fácil, mas pode ser um passo para realização pessoal e profissional desses sujeitos.Universidade Federal de Mato GrossoBrasilInstituto de Educação (IE)UFMT CUC - CuiabáPrograma de Pós-Graduação em EducaçãoDias, Tatiane Lebrehttp://lattes.cnpq.br/2523066696889428Dias, Tatiane Lebre327.854.451-04http://lattes.cnpq.br/2523066696889428Souza, Terezinha Fernandes Martins de762.080.871-04http://lattes.cnpq.br/4491000679954389327.854.451-04Costa, Marilda de Oliveira304.577.501-20http://lattes.cnpq.br/0551479581924651Oliveira, Keyla Aparecida Fortes de2023-03-28T18:04:25Z2020-12-042023-03-28T18:04:25Z2020-02-20info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisOLIVEIRA, Keyla Aparecida Fortes de. A permanência do aluno surdo no contexto universitário: desafios e estratégias. 2020. 85 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2020.http://ri.ufmt.br/handle/1/3927porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2023-03-31T07:04:13Zoai:localhost:1/3927Repositório InstitucionalPUBhttp://ri.ufmt.br/oai/requestjordanbiblio@gmail.comopendoar:2023-03-31T07:04:13Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
A permanência do aluno surdo no contexto universitário : desafios e estratégias |
title |
A permanência do aluno surdo no contexto universitário : desafios e estratégias |
spellingShingle |
A permanência do aluno surdo no contexto universitário : desafios e estratégias Oliveira, Keyla Aparecida Fortes de Sujeito surdo Educação superior Permanência CNPQ::CIENCIAS HUMANAS::EDUCACAO Deaf subject College education Permanence |
title_short |
A permanência do aluno surdo no contexto universitário : desafios e estratégias |
title_full |
A permanência do aluno surdo no contexto universitário : desafios e estratégias |
title_fullStr |
A permanência do aluno surdo no contexto universitário : desafios e estratégias |
title_full_unstemmed |
A permanência do aluno surdo no contexto universitário : desafios e estratégias |
title_sort |
A permanência do aluno surdo no contexto universitário : desafios e estratégias |
author |
Oliveira, Keyla Aparecida Fortes de |
author_facet |
Oliveira, Keyla Aparecida Fortes de |
author_role |
author |
dc.contributor.none.fl_str_mv |
Dias, Tatiane Lebre http://lattes.cnpq.br/2523066696889428 Dias, Tatiane Lebre 327.854.451-04 http://lattes.cnpq.br/2523066696889428 Souza, Terezinha Fernandes Martins de 762.080.871-04 http://lattes.cnpq.br/4491000679954389 327.854.451-04 Costa, Marilda de Oliveira 304.577.501-20 http://lattes.cnpq.br/0551479581924651 |
dc.contributor.author.fl_str_mv |
Oliveira, Keyla Aparecida Fortes de |
dc.subject.por.fl_str_mv |
Sujeito surdo Educação superior Permanência CNPQ::CIENCIAS HUMANAS::EDUCACAO Deaf subject College education Permanence |
topic |
Sujeito surdo Educação superior Permanência CNPQ::CIENCIAS HUMANAS::EDUCACAO Deaf subject College education Permanence |
description |
Higher education is important in vocational training, however, the university context is a challenging phase for students, especially when it comes to deaf students. Due to disability, the deaf student faces several barriers, which can cause dropout, making the rate of deaf students graduated in higher education low. In this sense, the research conducted with undergraduate students of the Libras Degree course at the Federal University of Mato Grosso (UFMT) aimed to understand the process of insertion and path of these students and to know the strategies used for permanence. The research is inserted in the qualitative approach of descriptive character through survey of categories. Four deaf students who completed the undergraduate degree course in Letters-Libras at UFMT campus Cuiabá participated, through a semi-structured interview. Participant's ages ranged from 30 to 33 years, with the majority being female and the only deaf member in the family. The barriers faced by the deaf in the educational environment since early childhood education is an aspect that draws attention to a reflection on the inequality of opportunities in the process of insertion in higher education. The results revealed that, in general, the insertion in basic education in a regular school was perceived as a negative experience, due to the fact that they could not communicate efficiently with colleagues, teachers and managers. Different strategies were used to stay in higher education and relate to the qualification of professionals and changes in curricular practices offered by the course. Appreciation of deaf education in the academic environment is not an easy task, but it can be a step towards the personal and professional fulfillment of these subjects. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-12-04 2020-02-20 2023-03-28T18:04:25Z 2023-03-28T18:04:25Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
OLIVEIRA, Keyla Aparecida Fortes de. A permanência do aluno surdo no contexto universitário: desafios e estratégias. 2020. 85 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2020. http://ri.ufmt.br/handle/1/3927 |
identifier_str_mv |
OLIVEIRA, Keyla Aparecida Fortes de. A permanência do aluno surdo no contexto universitário: desafios e estratégias. 2020. 85 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2020. |
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http://ri.ufmt.br/handle/1/3927 |
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openAccess |
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Universidade Federal de Mato Grosso Brasil Instituto de Educação (IE) UFMT CUC - Cuiabá Programa de Pós-Graduação em Educação |
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Universidade Federal de Mato Grosso Brasil Instituto de Educação (IE) UFMT CUC - Cuiabá Programa de Pós-Graduação em Educação |
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