Ensino superior para surdos: o processo educacional na ótica dos estudos culturais
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UFPB |
Texto Completo: | https://repositorio.ufpb.br/jspui/handle/123456789/13089 |
Resumo: | Research developed in the light of Cultural Studies of Education and based on Deaf Studies comprises deaf people as beings who have identities, culture, ways of life, experiences and organizations. This condition is represented, primarily, by the existence of sign language as a factor of development and communication. In the case of Brazil, Libras (Brazilian Sign Language) is recognized as the first language of deaf people. Taking into account this linguistic-cultural panorama, the present study was developed with the purpose of analyzing the narratives and the pedagogical practice that involved three deaf students, three female teachers and one male teacher in the educational process of deaf students, developed in an institution of technical, technological and higher education, in the undergraduate courses in Industrial Automation, Interior Design and Chemistry, located in the city of João Pessoa / PB. The data, obtained through interviews and observations were analyzed, based on Cultural Studies and Deaf Studies, focusing on the categories: interviewees' data, communicative process, classroom participation, teaching strategies, teaching experiences and students in primary and higher education, the relation and communication with the interpreters of Libras and the expectations of improvements in the educational process of the deaf students. Based on my hypothesis, based on my practice and the poststructuralist conception of curriculum, that undergraduate courses lack the knowledge and skills to develop an adequate educational process with deaf students. The results pointed to the urgent need for deaf identities to be considered in the educational process, given that pedagogical actions are based on the listener culture. The main indication of this is the communicative limitations between teachers and deaf students, due to the fact that teachers do not know Libras. The data also pointed out that it is necessary to re-significate the teaching strategies, in order to consider deaf students. This fact was even explained by a teacher who in her narrative mentioned the importance of the visual aspects and, in her pedagogical practice, developed dialogues in the classroom based on the visual resources, always asking questions and instigating the deaf student. In general, educational experiences, according to deaf students, were precarious, without adequate adaptation of materials, classes were less dynamic and with restricted use of Libras. The relation with the interpreters was seen as a positive factor by all deaf students, which can be due to the fact that the interpreters have a closer contact with the deaf culture. In conclusion, the educational process of deaf students needs to contemplate their specificities through a bilingual educational process that involves theoretical-epistemological and practical aspects, such as teaching methods, strategies, learning process, evaluation, among others, intersected by social, political and pedagogical factors. |
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Ensino superior para surdos: o processo educacional na ótica dos estudos culturaisEnsino superiorEstudantes surdosEstudos culturaisEstudos surdosProcesso educacionalHigher educationDeaf studentsCultural studiesDeaf studiesEducational processEnsino superior - surdosProcesso educacional - surdosCNPQ::CIENCIAS HUMANAS::EDUCACAOResearch developed in the light of Cultural Studies of Education and based on Deaf Studies comprises deaf people as beings who have identities, culture, ways of life, experiences and organizations. This condition is represented, primarily, by the existence of sign language as a factor of development and communication. In the case of Brazil, Libras (Brazilian Sign Language) is recognized as the first language of deaf people. Taking into account this linguistic-cultural panorama, the present study was developed with the purpose of analyzing the narratives and the pedagogical practice that involved three deaf students, three female teachers and one male teacher in the educational process of deaf students, developed in an institution of technical, technological and higher education, in the undergraduate courses in Industrial Automation, Interior Design and Chemistry, located in the city of João Pessoa / PB. The data, obtained through interviews and observations were analyzed, based on Cultural Studies and Deaf Studies, focusing on the categories: interviewees' data, communicative process, classroom participation, teaching strategies, teaching experiences and students in primary and higher education, the relation and communication with the interpreters of Libras and the expectations of improvements in the educational process of the deaf students. Based on my hypothesis, based on my practice and the poststructuralist conception of curriculum, that undergraduate courses lack the knowledge and skills to develop an adequate educational process with deaf students. The results pointed to the urgent need for deaf identities to be considered in the educational process, given that pedagogical actions are based on the listener culture. The main indication of this is the communicative limitations between teachers and deaf students, due to the fact that teachers do not know Libras. The data also pointed out that it is necessary to re-significate the teaching strategies, in order to consider deaf students. This fact was even explained by a teacher who in her narrative mentioned the importance of the visual aspects and, in her pedagogical practice, developed dialogues in the classroom based on the visual resources, always asking questions and instigating the deaf student. In general, educational experiences, according to deaf students, were precarious, without adequate adaptation of materials, classes were less dynamic and with restricted use of Libras. The relation with the interpreters was seen as a positive factor by all deaf students, which can be due to the fact that the interpreters have a closer contact with the deaf culture. In conclusion, the educational process of deaf students needs to contemplate their specificities through a bilingual educational process that involves theoretical-epistemological and practical aspects, such as teaching methods, strategies, learning process, evaluation, among others, intersected by social, political and pedagogical factors.NenhumaAs pesquisas desenvolvidas à luz dos Estudos Culturais da Educação e pautadas nos Estudos Surdos compreendem as pessoas surdas como seres que têm identidades, cultura, modos de vida, experiências e organizações. Essa condição é representada, primordialmente, pela existência da língua de sinais, como fator de desenvolvimento e de comunicação. No caso do Brasil, a Libras (Língua Brasileira de Sinais) é reconhecida como a primeira língua das pessoas surdas. Tendo em vista esse panorama linguístico-cultural, o presente estudo foi desenvolvido com o objetivo de analisar as narrativas e a prática pedagógica que envolvia três estudantes surdos, três professoras e um professor, no tocante ao processo educacional dos estudantes surdos, desenvolvido em uma instituição de ensino médio, técnico, tecnológico e superior, nos cursos de graduação em Automação Industrial, Design de Interiores e Química, localizada na cidade de João Pessoa/PB. Os dados, obtidos por meio de entrevistas e observações, foram analisados com base nos Estudos Culturais e nos Estudos Surdos, tendo como foco as categorias: dados dos entrevistados, processo comunicativo, participação em sala de aula, estratégias de ensino, experiências docentes e discentes no ensino fundamental e superior, relação e comunicação com as intérpretes de Libras e expectativas de melhorias no processo educacional dos estudantes surdos. Parti da hipótese, assentada na minha prática e na concepção de currículo pós-estruturalista, de que os cursos de graduação carecem de conhecimentos e habilidades para desenvolverem um processo educacional adequado com estudantes surdos. Os resultados apontaram para a necessidade premente de as identidades surdas serem consideradas no processo educacional, uma vez que as ações pedagógicas estão pautadas na cultura ouvinte. O principal indício disso são as limitações comunicativas entre professores/as e estudantes surdos, pelo fato de os/as professores/as não conhecerem a Libras. Os dados também apontaram a necessidade de se ressignificar as estratégias de ensino, tendo em vista considerar os estudantes surdos. Este fato foi, inclusive, explicitado por uma professora que, em sua narrativa, mencionou a importância dos aspectos visuais e, na sua prática pedagógica, desenvolveu diálogos nas aulas com base nos recursos visuais, sempre realizando perguntas e instigando o estudante surdo. No geral, as experiências educacionais, segundo os estudantes surdos, eram precárias, sem adaptação adequada de materiais, aulas pouco dinâmicas e com uso restrito de Libras. A relação com as intérpretes foi vista como fator positivo por todos os estudantes surdos, o que pode se dar em virtude de as intérpretes terem um contato mais estreito com a cultura surda. Pude chegar à conclusão de que o processo educacional dos estudantes surdos necessita contemplar suas especificidades, por meio de um processo educacional bilíngue, que envolva aspectos teórico-epistemológicos e práticos, como métodos de ensino, estratégias, processo de aprendizagem, avaliação, entre outros, entrecruzados pelos fatores sociais, políticos e pedagógicos.Universidade Federal da ParaíbaBrasilEducaçãoPrograma de Pós-Graduação em EducaçãoUFPBMélo , Ana Dorziat Barbosa dehttp://lattes.cnpq.br/3204338503691476Silva, Polliana Barboza da2019-01-25T16:11:16Z2018-05-302019-01-25T16:11:16Z2018-02-27info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesishttps://repositorio.ufpb.br/jspui/handle/123456789/13089porAttribution-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nd/3.0/br/info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFPBinstname:Universidade Federal da Paraíba (UFPB)instacron:UFPB2019-01-25T16:11:16Zoai:repositorio.ufpb.br:123456789/13089Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufpb.br/PUBhttp://tede.biblioteca.ufpb.br:8080/oai/requestdiretoria@ufpb.br|| diretoria@ufpb.bropendoar:2019-01-25T16:11:16Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB)false |
dc.title.none.fl_str_mv |
Ensino superior para surdos: o processo educacional na ótica dos estudos culturais |
title |
Ensino superior para surdos: o processo educacional na ótica dos estudos culturais |
spellingShingle |
Ensino superior para surdos: o processo educacional na ótica dos estudos culturais Silva, Polliana Barboza da Ensino superior Estudantes surdos Estudos culturais Estudos surdos Processo educacional Higher education Deaf students Cultural studies Deaf studies Educational process Ensino superior - surdos Processo educacional - surdos CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Ensino superior para surdos: o processo educacional na ótica dos estudos culturais |
title_full |
Ensino superior para surdos: o processo educacional na ótica dos estudos culturais |
title_fullStr |
Ensino superior para surdos: o processo educacional na ótica dos estudos culturais |
title_full_unstemmed |
Ensino superior para surdos: o processo educacional na ótica dos estudos culturais |
title_sort |
Ensino superior para surdos: o processo educacional na ótica dos estudos culturais |
author |
Silva, Polliana Barboza da |
author_facet |
Silva, Polliana Barboza da |
author_role |
author |
dc.contributor.none.fl_str_mv |
Mélo , Ana Dorziat Barbosa de http://lattes.cnpq.br/3204338503691476 |
dc.contributor.author.fl_str_mv |
Silva, Polliana Barboza da |
dc.subject.por.fl_str_mv |
Ensino superior Estudantes surdos Estudos culturais Estudos surdos Processo educacional Higher education Deaf students Cultural studies Deaf studies Educational process Ensino superior - surdos Processo educacional - surdos CNPQ::CIENCIAS HUMANAS::EDUCACAO |
topic |
Ensino superior Estudantes surdos Estudos culturais Estudos surdos Processo educacional Higher education Deaf students Cultural studies Deaf studies Educational process Ensino superior - surdos Processo educacional - surdos CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
Research developed in the light of Cultural Studies of Education and based on Deaf Studies comprises deaf people as beings who have identities, culture, ways of life, experiences and organizations. This condition is represented, primarily, by the existence of sign language as a factor of development and communication. In the case of Brazil, Libras (Brazilian Sign Language) is recognized as the first language of deaf people. Taking into account this linguistic-cultural panorama, the present study was developed with the purpose of analyzing the narratives and the pedagogical practice that involved three deaf students, three female teachers and one male teacher in the educational process of deaf students, developed in an institution of technical, technological and higher education, in the undergraduate courses in Industrial Automation, Interior Design and Chemistry, located in the city of João Pessoa / PB. The data, obtained through interviews and observations were analyzed, based on Cultural Studies and Deaf Studies, focusing on the categories: interviewees' data, communicative process, classroom participation, teaching strategies, teaching experiences and students in primary and higher education, the relation and communication with the interpreters of Libras and the expectations of improvements in the educational process of the deaf students. Based on my hypothesis, based on my practice and the poststructuralist conception of curriculum, that undergraduate courses lack the knowledge and skills to develop an adequate educational process with deaf students. The results pointed to the urgent need for deaf identities to be considered in the educational process, given that pedagogical actions are based on the listener culture. The main indication of this is the communicative limitations between teachers and deaf students, due to the fact that teachers do not know Libras. The data also pointed out that it is necessary to re-significate the teaching strategies, in order to consider deaf students. This fact was even explained by a teacher who in her narrative mentioned the importance of the visual aspects and, in her pedagogical practice, developed dialogues in the classroom based on the visual resources, always asking questions and instigating the deaf student. In general, educational experiences, according to deaf students, were precarious, without adequate adaptation of materials, classes were less dynamic and with restricted use of Libras. The relation with the interpreters was seen as a positive factor by all deaf students, which can be due to the fact that the interpreters have a closer contact with the deaf culture. In conclusion, the educational process of deaf students needs to contemplate their specificities through a bilingual educational process that involves theoretical-epistemological and practical aspects, such as teaching methods, strategies, learning process, evaluation, among others, intersected by social, political and pedagogical factors. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-05-30 2018-02-27 2019-01-25T16:11:16Z 2019-01-25T16:11:16Z |
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 |
https://repositorio.ufpb.br/jspui/handle/123456789/13089 |
url |
https://repositorio.ufpb.br/jspui/handle/123456789/13089 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
Attribution-NoDerivs 3.0 Brazil http://creativecommons.org/licenses/by-nd/3.0/br/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NoDerivs 3.0 Brazil http://creativecommons.org/licenses/by-nd/3.0/br/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal da Paraíba Brasil Educação Programa de Pós-Graduação em Educação UFPB |
publisher.none.fl_str_mv |
Universidade Federal da Paraíba Brasil Educação Programa de Pós-Graduação em Educação UFPB |
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reponame:Biblioteca Digital de Teses e Dissertações da UFPB instname:Universidade Federal da Paraíba (UFPB) instacron:UFPB |
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Universidade Federal da Paraíba (UFPB) |
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UFPB |
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UFPB |
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Biblioteca Digital de Teses e Dissertações da UFPB |
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Biblioteca Digital de Teses e Dissertações da UFPB |
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Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB) |
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diretoria@ufpb.br|| diretoria@ufpb.br |
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1801842942777753600 |