Letramento de criança surda no 6º ano do fundamental maior, inserida em uma escola pública do município de Campo do Brito : o caso I.G.S.

• Autor(a) principal: Jesus, Ana Paula de
• Data de Publicação: 2018
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFS
• Texto Completo: http://ri.ufs.br/jspui/handle/riufs/12485
• topic: Leitura; Alfabetização; Surdos; Educação; Letramento; Inclusão; Literacy; Inclusion; LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA

Over the years, what has been most talked about is the inclusion of deaf students in school. However, we have not yet visualized this insertion and its rights being recognized in practice in relation to the education of the deaf child. Our general objective was to analyze the deaf child literacy process in the 6th Year of a State College of the Municipality of Campo do Brito: The case of IGS The theoretical basis was based on bibliographical research that deals with the proposed subject, such as through field research. The methodology was developed through a case study, which presented as a technique for collecting the data of this research, classroom observations with deaf children, as well as a questionnaire with 14 open questions to better understand the context addressed. As this questionnaire was applied to the teacher of regular education, in order to have more support in the construction of this work. The research was divided into three chapters, containing subtopics. Chapter I, brought a brief approach on identifying what is literacy. Chapter II dealt with the deaf child's literacy based on a philosophical view of educational methodology, encompassing his Language, Interlingua, and the Qualified Professional. While in the third chapter, field research, we reported on the classroom observation of a deaf child in the 6th grade series at a state college, including the questionnaire conducted with the regular classroom teacher and the analysis of the material provided to the student, as well as the student's production. During the course of this research we can observe both positive and negative points in the latter, one of them is the lack of resources needed in the educational institution to meet the needs of the deaf child. What is positive is the fact that the school provides the presence of an interpreter in the classroom to assist in the educational development of the deaf student.