The imagine pedagogical resource as potentiality in deduction education

Detalhes bibliográficos
Autor(a) principal: Correia, Patrícia da Hora
Data de Publicação: 2019
Outros Autores: Neves, Bárbara Coelho
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Educação Especial (UFSM)
Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/27435
Resumo: The study presented in this article sought to answer the following question: How the visual visual pedagogical resource influences the pedagogical praxis of teachers, with a focus on bilingual education, of deaf students of elementary school I of a school in Salvador-Bahia. The discussion was based on the theoretical contributions of Bilingual Education and Surda Pedagogy, addressing the following authors: Lopes (2007), Oliveira (2009) Quadros, (2006), Reily (2003), Sánchez, Strobel (2009) and others. The research was qualitative based on Action Research and aimed to analyze the place that visual visual pedagogical resource occupy in the pedagogical praxis of teachers, focusing on the bilingual education of Deaf students of elementary school I. The investigative process involved individual reflection, Collective of the pedagogical practice of three educators who work in Elementary School I, in an institution focused on the Education of the Deaf. The following resources were used in data collection: 1. Tab (observation form), 2- Use of filming (video analysis) 3 - Semi-structured interview (elaborated by the researcher). The results evidenced, among other points, the essentially visual experience of the Deaf person requires a reflection on the facilitating effect of the didactic-visual visual material used, its possible adaptation and the use of media as a didactic tool, in order to guarantee the conditions Linguistics for the construction of their subjectivity, development and social insertion.
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spelling The imagine pedagogical resource as potentiality in deduction educationEl recurso pedagógico visual imagético como potencialidad en la educación de sordoA escuta visual: a Educação de Surdos e a utilização de recurso visual imagético na prática pedagógicaVisual imaging resourcebilingual educationDeafness.Recurso pedagógico visual imagéticoEducación bilingüeSordera.Recurso Pedagógico Visual Imagético. Educação Bilíngue. SurdezThe study presented in this article sought to answer the following question: How the visual visual pedagogical resource influences the pedagogical praxis of teachers, with a focus on bilingual education, of deaf students of elementary school I of a school in Salvador-Bahia. The discussion was based on the theoretical contributions of Bilingual Education and Surda Pedagogy, addressing the following authors: Lopes (2007), Oliveira (2009) Quadros, (2006), Reily (2003), Sánchez, Strobel (2009) and others. The research was qualitative based on Action Research and aimed to analyze the place that visual visual pedagogical resource occupy in the pedagogical praxis of teachers, focusing on the bilingual education of Deaf students of elementary school I. The investigative process involved individual reflection, Collective of the pedagogical practice of three educators who work in Elementary School I, in an institution focused on the Education of the Deaf. The following resources were used in data collection: 1. Tab (observation form), 2- Use of filming (video analysis) 3 - Semi-structured interview (elaborated by the researcher). The results evidenced, among other points, the essentially visual experience of the Deaf person requires a reflection on the facilitating effect of the didactic-visual visual material used, its possible adaptation and the use of media as a didactic tool, in order to guarantee the conditions Linguistics for the construction of their subjectivity, development and social insertion.El estudio que se presenta en este artículo buscó responder la siguiente pregunta: Como el recurso pedagógico visual imagético influye en la praxis pedagógica de los profesores, con enfoque en la educación bilingüe, de educandos sordos de la enseñanza Fundamental I de una escuela en Salvador-Bahía. La discusión se basó en los aportes teóricos de la Educación Bilingüe y Pedagogía Surda, abordando los siguientes autores: Lopes (2007), Oliveira (2009) Cuadros, (2006), Reily (2003), Sánchez (1991, 2002), Skliar (1998) , Strobel (2009) entre otros. La investigación fue de cuño cualitativo con base en la Investigación-Acción y objetivó analizar el lugar que el recurso pedagógico visual imagético ocupa en la praxis pedagógica de los profesores, con enfoque en la educación bilingüe de educandos Sordos de la Enseñanza Fundamental I. El proceso investigativo envolvió la reflexión individual , colectiva de la práctica pedagógica de tres educadoras que actúan en la Enseñanza Fundamental I, en una institución orientada a la Educación de Sordos. Se utilizaron los siguientes recursos en la recolección de datos: 1. Ficha (formulario de observación), 2- Utilización de filmaciones (análisis de vídeos) 3 - Entrevista semi-estructurada (elaborada por la investigadora). Los resultados evidenciaron, entre otros puntos, la experiencia esencialmente visual de la persona surda requiere una reflexión sobre el efecto facilitador del material didáctico-pedagógico visual imagético utilizado, su posible adecuación y el uso de medios como herramienta didáctica, a fin de garantizarles las condiciones lingüísticas para la construcción de su subjetividad, desarrollo e inserción social.O estudo que se apresenta neste artigo buscou responder a seguinte questão: Como o recurso pedagógico visual imagético influencia a práxis pedagógica dos professores, com enfoque na educação bilíngue, de educandos surdos do ensino Fundamental I de uma escola em Salvador-Bahia. A discussão se baseou nos aportes teóricos da Educação Bilíngue e Pedagogia Surda, abordando os seguintes autores: Lopes (2007), Oliveira (2009) Quadros, (2006), Reily (2003), Sánchez (1991, 2002), Skliar (1998), Strobel (2009) entre outros. A investigação foi de cunho qualitativo com base na Pesquisa-Ação e objetivou analisar o lugar que o recurso pedagógico visual imagético ocupa na práxis pedagógica dos professores, com enfoque na educação bilíngue de educandos Surdos do Ensino Fundamental I. O processo investigativo envolveu a reflexão individual, coletiva da prática pedagógica de três educadoras que atuam no Ensino Fundamental I, numa instituição voltada para a Educação de Surdos. Foram utilizados os seguintes recursos na coleta de dados: 1. Ficha (formulário de observação), 2- Utilização de filmagens (análise de vídeos)  3 – Entrevista semi-estruturada (elaborada pela pesquisadora). Os resultados evidenciaram, entre outros pontos a experiência essencialmente visual da pessoa Surda requer uma reflexão sobre o efeito facilitador do material didático-pedagógico visual imagético utilizado, sua possível adequação e o uso de mídias como ferramenta didática, a fim de garantir-lhes as condições linguísticas para a construção de sua subjetividade, desenvolvimento e inserção social.Universidade Federal de Santa Maria2019-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/2743510.5902/1984686X27435Special Education Magazine; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e10/ 1-19Revista de Educación Especial; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e10/ 1-19Revista Educação Especial; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e10/ 1-191984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/27435/pdfCopyright (c) 2019 Revista Educação Especialinfo:eu-repo/semantics/openAccessCorreia, Patrícia da HoraNeves, Bárbara Coelho2023-12-11T13:08:03Zoai:ojs.pkp.sfu.ca:article/27435Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2023-12-11T13:08:03Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false
dc.title.none.fl_str_mv The imagine pedagogical resource as potentiality in deduction education
El recurso pedagógico visual imagético como potencialidad en la educación de sordo
A escuta visual: a Educação de Surdos e a utilização de recurso visual imagético na prática pedagógica
title The imagine pedagogical resource as potentiality in deduction education
spellingShingle The imagine pedagogical resource as potentiality in deduction education
Correia, Patrícia da Hora
Visual imaging resource
bilingual education
Deafness.
Recurso pedagógico visual imagético
Educación bilingüe
Sordera.
Recurso Pedagógico Visual Imagético. Educação Bilíngue. Surdez
title_short The imagine pedagogical resource as potentiality in deduction education
title_full The imagine pedagogical resource as potentiality in deduction education
title_fullStr The imagine pedagogical resource as potentiality in deduction education
title_full_unstemmed The imagine pedagogical resource as potentiality in deduction education
title_sort The imagine pedagogical resource as potentiality in deduction education
author Correia, Patrícia da Hora
author_facet Correia, Patrícia da Hora
Neves, Bárbara Coelho
author_role author
author2 Neves, Bárbara Coelho
author2_role author
dc.contributor.author.fl_str_mv Correia, Patrícia da Hora
Neves, Bárbara Coelho
dc.subject.por.fl_str_mv Visual imaging resource
bilingual education
Deafness.
Recurso pedagógico visual imagético
Educación bilingüe
Sordera.
Recurso Pedagógico Visual Imagético. Educação Bilíngue. Surdez
topic Visual imaging resource
bilingual education
Deafness.
Recurso pedagógico visual imagético
Educación bilingüe
Sordera.
Recurso Pedagógico Visual Imagético. Educação Bilíngue. Surdez
description The study presented in this article sought to answer the following question: How the visual visual pedagogical resource influences the pedagogical praxis of teachers, with a focus on bilingual education, of deaf students of elementary school I of a school in Salvador-Bahia. The discussion was based on the theoretical contributions of Bilingual Education and Surda Pedagogy, addressing the following authors: Lopes (2007), Oliveira (2009) Quadros, (2006), Reily (2003), Sánchez, Strobel (2009) and others. The research was qualitative based on Action Research and aimed to analyze the place that visual visual pedagogical resource occupy in the pedagogical praxis of teachers, focusing on the bilingual education of Deaf students of elementary school I. The investigative process involved individual reflection, Collective of the pedagogical practice of three educators who work in Elementary School I, in an institution focused on the Education of the Deaf. The following resources were used in data collection: 1. Tab (observation form), 2- Use of filming (video analysis) 3 - Semi-structured interview (elaborated by the researcher). The results evidenced, among other points, the essentially visual experience of the Deaf person requires a reflection on the facilitating effect of the didactic-visual visual material used, its possible adaptation and the use of media as a didactic tool, in order to guarantee the conditions Linguistics for the construction of their subjectivity, development and social insertion.
publishDate 2019
dc.date.none.fl_str_mv 2019-01-01
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/27435
10.5902/1984686X27435
url http://periodicos.ufsm.br/educacaoespecial/article/view/27435
identifier_str_mv 10.5902/1984686X27435
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/27435/pdf
dc.rights.driver.fl_str_mv Copyright (c) 2019 Revista Educação Especial
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Revista Educação Especial
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
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. 32, 2019 – Publicação Contínua; e10/ 1-19
Revista de Educación Especial; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e10/ 1-19
Revista Educação Especial; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e10/ 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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