The challenge of implementing professional and technological education inclusive for deaf: the route of the federal institute of sergipe
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Educação Especial (UFSM) |
Texto Completo: | http://periodicos.ufsm.br/educacaoespecial/article/view/49648 |
Resumo: | This research aims to foster the discussion on the implementation of inclusive professional and technological education at the Federal Institute of Sergipe (IFS), facing the challenges of deaf people. The case study was used as a methodological approach, having as a procedure the data analysis through the application of semi-structured questionnaires with 92 people, being: 12 deaf students, 67 teachers of deaf students from various courses and 13 Brazilian Sign Language interpreters (Libras). The results point to significant adaptations in the teaching methodology by the majority of teachers, in addition to the perception of the teaching staff that the learning of deaf students takes place in a different way, requiring the use of visual resources to better understand the contents taught. However, the research showed that the fact that enrolled deaf students are sharing the same school space as listeners does not guarantee them effective access to learning experiences. The research presents significant evidence that teacher training is an aspect that deserves emphasis when addressing the theme of inclusion, which is an indispensable requirement to carry it out. Despite advances in Brazilian legislation in recent decades, there is still a lack of public policies that favor the specific training of teachers, aiming at the permanence and success of deaf students. |
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The challenge of implementing professional and technological education inclusive for deaf: the route of the federal institute of sergipeEl desafío de implementar la educación profesional y tecnológica inclusiva para sordos: la ruta del instituto federal de sergipeO desafio da implementação da educação profissional e tecnológica inclusiva para surdos: o percurso do Instituto Federal de SergipeSurdoInclusão educacionalFormação profissional.This research aims to foster the discussion on the implementation of inclusive professional and technological education at the Federal Institute of Sergipe (IFS), facing the challenges of deaf people. The case study was used as a methodological approach, having as a procedure the data analysis through the application of semi-structured questionnaires with 92 people, being: 12 deaf students, 67 teachers of deaf students from various courses and 13 Brazilian Sign Language interpreters (Libras). The results point to significant adaptations in the teaching methodology by the majority of teachers, in addition to the perception of the teaching staff that the learning of deaf students takes place in a different way, requiring the use of visual resources to better understand the contents taught. However, the research showed that the fact that enrolled deaf students are sharing the same school space as listeners does not guarantee them effective access to learning experiences. The research presents significant evidence that teacher training is an aspect that deserves emphasis when addressing the theme of inclusion, which is an indispensable requirement to carry it out. Despite advances in Brazilian legislation in recent decades, there is still a lack of public policies that favor the specific training of teachers, aiming at the permanence and success of deaf students.Esta investigación tiene como objetivo fomentar la discusión sobre la implementación de la educación profesional y tecnológica inclusiva en el Instituto Federal de Sergipe (IFS), frente a los desafíos de las personas sordas. El estudio de caso se utilizó como un enfoque metodológico, teniendo como procedimiento el análisis de datos mediante la aplicación de cuestionarios semiestructurados con 92 personas, siendo: 12 estudiantes sordos, 67 maestros de estudiantes sordos de varios cursos y 13 intérpretes brasileños de Lengua de Signos (Libras). Los resultados apuntan a adaptaciones significativas en la metodología de enseñanza por parte de la mayoría de los maestros, además de la percepción del personal docente de que el aprendizaje de los estudiantes sordos se lleva a cabo de una manera diferente, lo que requiere el uso de recursos visuales para comprender mejor los contenidos enseñados. Sin embargo, la investigación mostró que el hecho de que los estudiantes sordos inscritos compartan el mismo espacio escolar que los oyentes no les garantiza un acceso efectivo a las experiencias de aprendizaje. La investigación presenta evidencia significativa de que la capacitación docente es un aspecto que merece énfasis al abordar el tema de la inclusión, que es un requisito indispensable para llevarlo a cabo. A pesar de los avances en la legislación brasileña en las últimas décadas, aún faltan políticas públicas que favorezcan la formación específica de los docentes, con el objetivo de la permanencia y el éxito de los estudiantes sordos.Essa pesquisa objetiva fomentar a discussão sobre a implementação da educação profissional e tecnológica inclusiva no Instituto Federal de Sergipe (IFS), frente aos desafios das pessoas surdas. Foi utilizado como abordagem metodológica o diário de campo, tendo como procedimento a análise de dados através de aplicação de questionários semiestruturados com 92 pessoas, sendo: 12 alunos surdos, 67 professores de alunos surdos de vários cursos e 13 intérpretes de Língua Brasileira de Sinais (Libras). Os resultados apontam significativas adaptações na metodologia de ensino por parte da maioria dos professores, além da percepção do corpo docente de que a aprendizagem do alunado surdo se dá de forma distinta, necessitando da utilização de recursos visuais para melhor compreensão dos conteúdos ministrados. No entanto, a pesquisa evidenciou que o fato dos alunos surdos matriculados estarem compartilhando o mesmo espaço escolar que os ouvintes não lhes garante acesso efetivo às experiências de aprendizagem. A pesquisa apresenta indícios significativos de que a formação de professores é um aspecto que merece ênfase quando se aborda o tema inclusão, sendo este um quesito indispensável para efetivá-la. Apesar dos avanços na legislação brasileira nas últimas décadas, ainda faltam políticas públicas que favoreçam a formação específica de professores, visando a permanência e êxito dos alunos surdos.Universidade Federal de Santa Maria2022-11-22info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttp://periodicos.ufsm.br/educacaoespecial/article/view/4964810.5902/1984686X49648Special Education Magazine; Revista Educação Especial, v. 35, 2022 – Publicação Contínua – Qualis – A2; e39/1-19Revista de Educación Especial; Revista Educação Especial, v. 35, 2022 – Publicação Contínua – Qualis – A2; e39/1-19Revista Educação Especial; Revista Educação Especial, v. 35, 2022 – Publicação Contínua – Qualis – A2; e39/1-191984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/49648/49426http://periodicos.ufsm.br/educacaoespecial/article/view/49648/49427Copyright (c) 2022 Revista Educação Especialhttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessMeneses, Soraya Pacheco deGalasso, Bruno2022-11-22T23:09:25Zoai:ojs.pkp.sfu.ca:article/49648Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2022-11-22T23:09:25Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
The challenge of implementing professional and technological education inclusive for deaf: the route of the federal institute of sergipe El desafío de implementar la educación profesional y tecnológica inclusiva para sordos: la ruta del instituto federal de sergipe O desafio da implementação da educação profissional e tecnológica inclusiva para surdos: o percurso do Instituto Federal de Sergipe |
title |
The challenge of implementing professional and technological education inclusive for deaf: the route of the federal institute of sergipe |
spellingShingle |
The challenge of implementing professional and technological education inclusive for deaf: the route of the federal institute of sergipe Meneses, Soraya Pacheco de Surdo Inclusão educacional Formação profissional. |
title_short |
The challenge of implementing professional and technological education inclusive for deaf: the route of the federal institute of sergipe |
title_full |
The challenge of implementing professional and technological education inclusive for deaf: the route of the federal institute of sergipe |
title_fullStr |
The challenge of implementing professional and technological education inclusive for deaf: the route of the federal institute of sergipe |
title_full_unstemmed |
The challenge of implementing professional and technological education inclusive for deaf: the route of the federal institute of sergipe |
title_sort |
The challenge of implementing professional and technological education inclusive for deaf: the route of the federal institute of sergipe |
author |
Meneses, Soraya Pacheco de |
author_facet |
Meneses, Soraya Pacheco de Galasso, Bruno |
author_role |
author |
author2 |
Galasso, Bruno |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Meneses, Soraya Pacheco de Galasso, Bruno |
dc.subject.por.fl_str_mv |
Surdo Inclusão educacional Formação profissional. |
topic |
Surdo Inclusão educacional Formação profissional. |
description |
This research aims to foster the discussion on the implementation of inclusive professional and technological education at the Federal Institute of Sergipe (IFS), facing the challenges of deaf people. The case study was used as a methodological approach, having as a procedure the data analysis through the application of semi-structured questionnaires with 92 people, being: 12 deaf students, 67 teachers of deaf students from various courses and 13 Brazilian Sign Language interpreters (Libras). The results point to significant adaptations in the teaching methodology by the majority of teachers, in addition to the perception of the teaching staff that the learning of deaf students takes place in a different way, requiring the use of visual resources to better understand the contents taught. However, the research showed that the fact that enrolled deaf students are sharing the same school space as listeners does not guarantee them effective access to learning experiences. The research presents significant evidence that teacher training is an aspect that deserves emphasis when addressing the theme of inclusion, which is an indispensable requirement to carry it out. Despite advances in Brazilian legislation in recent decades, there is still a lack of public policies that favor the specific training of teachers, aiming at the permanence and success of deaf students. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-11-22 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/49648 10.5902/1984686X49648 |
url |
http://periodicos.ufsm.br/educacaoespecial/article/view/49648 |
identifier_str_mv |
10.5902/1984686X49648 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/49648/49426 http://periodicos.ufsm.br/educacaoespecial/article/view/49648/49427 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Revista Educação Especial https://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Revista Educação Especial https://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf text/html |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
dc.source.none.fl_str_mv |
Special Education Magazine; Revista Educação Especial, v. 35, 2022 – Publicação Contínua – Qualis – A2; e39/1-19 Revista de Educación Especial; Revista Educação Especial, v. 35, 2022 – Publicação Contínua – Qualis – A2; e39/1-19 Revista Educação Especial; Revista Educação Especial, v. 35, 2022 – Publicação Contínua – Qualis – A2; e39/1-19 1984-686X reponame:Revista Educação Especial (UFSM) instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Revista Educação Especial (UFSM) |
collection |
Revista Educação Especial (UFSM) |
repository.name.fl_str_mv |
Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
educacaoespecial@smail.ufsm.br||clenioberni@gmail.com |
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1799944202411311104 |