Narratives of professionals who work with deaf children in school inclusion

Detalhes bibliográficos
Autor(a) principal: Kelman, Celeste Azulay
Data de Publicação: 2014
Tipo de documento: Artigo
Idioma: por
Título da fonte: Linhas Críticas (Online)
Texto Completo: https://periodicos.unb.br/index.php/linhascriticas/article/view/4302
Resumo: The National Policy for inclusive education (MEC, 2008) proposes school inclusion for students with disabilities, global development disorders and high skills/giftedness. However, the inclusion of the deaf in school, with good results in learning, has been a great challenge. This article is a clipping from a survey where the strategy of visual pedagogy in education for deaf students was used. The teachers, an interpreter and a professional in urban cleaning, who worked at school and communicated in sign language with the students, were interviewed. The narratives here analyzed revealed ambiguities and tensions experienced by professionals who deal with inclusion in their daily lives.
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spelling Narratives of professionals who work with deaf children in school inclusionRelatos de profesionales que actúan con estudiantes sordos en la inclusión escolarNarrativas de profissionais que lidam com crianças surdas na inclusão escolarInclusãoEducação de surdosNarrativasPedagogia VisualInclusiónEducación de sordosRelatosPedagogia visualInclusionDeaf EducationNarrativesVisual pedagogyThe National Policy for inclusive education (MEC, 2008) proposes school inclusion for students with disabilities, global development disorders and high skills/giftedness. However, the inclusion of the deaf in school, with good results in learning, has been a great challenge. This article is a clipping from a survey where the strategy of visual pedagogy in education for deaf students was used. The teachers, an interpreter and a professional in urban cleaning, who worked at school and communicated in sign language with the students, were interviewed. The narratives here analyzed revealed ambiguities and tensions experienced by professionals who deal with inclusion in their daily lives.La política nacional en la perspectiva de la educación inclusiva (MEC, 2008) propone la inclusión de la escuela para estudiantes con discapacidades, trastornos del desarrollo global y altas habilidades/superdotación. Sin embargo, la inclusión de sordos en la escuela regular con buenos resultados en el aprendizaje ha sido un reto. Este artículo es un recorte de una encuesta en la cual se utilizó la estrategia de la pedagogía visual en la educación para estudiantes sordos. Fueron entrevistados los maestros, una intérprete y un profesional de limpieza urbana que trabajaba en la escuela y se comunicaba con los alumnos en lengua de señas. Los relatos aquí analizados revelaron ambigüedades y tensiones experimentadas por profesionales que se ocupan de la inclusión en su vida cotidiana.A Política Nacional na Perspectiva da Educação Inclusiva (MEC, 2008) propõe a inclusão escolar para alunos com deficiências, transtornos globais do desenvolvimento e altas habilidades/superdotação. No entanto, a inclusão escolar de surdos com bons resultados na aprendizagem tem sido um grande desafio. Este artigo é um recorte de uma pesquisa em que se utilizou a estratégia da pedagogia visual no ensino para alunos surdos. Foram entrevistados as professoras, uma intérprete e um profissional da limpeza urbana que atuava na escola e se comunicava em língua de sinais com os alunos. As narrativas aqui analisadas revelaram ambiguidades e tensões vividas pelos profissionais que lidam com a inclusão em seu cotidiano.Faculdade de Educação - Universidade de Brasília2014-09-02info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.unb.br/index.php/linhascriticas/article/view/430210.26512/lc.v20i42.4302Linhas Críticas; Vol. 20 No. 42 (2014): Narrativas de Formação; 307-324Linhas Críticas; Vol. 20 Núm. 42 (2014): Narrativas de Formação; 307-324Linhas Crí­ticas; v. 20 n. 42 (2014): Narrativas de Formação; 307-3241981-04311516-489610.26512/lc.v20i42reponame:Linhas Críticas (Online)instname:Universidade de Brasília (UnB)instacron:UnBporhttps://periodicos.unb.br/index.php/linhascriticas/article/view/4302/3935Copyright (c) 2016 Linhas Críticashttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessKelman, Celeste Azulay2022-01-12T23:38:22Zoai:ojs.pkp.sfu.ca:article/4302Revistahttps://periodicos.unb.br/index.php/linhascriticas/PUBhttps://periodicos.unb.br/index.php/linhascriticas/oairvlinhas@unb.br||1981-04311516-4896opendoar:2022-01-12T23:38:22Linhas Críticas (Online) - Universidade de Brasília (UnB)false
dc.title.none.fl_str_mv Narratives of professionals who work with deaf children in school inclusion
Relatos de profesionales que actúan con estudiantes sordos en la inclusión escolar
Narrativas de profissionais que lidam com crianças surdas na inclusão escolar
title Narratives of professionals who work with deaf children in school inclusion
spellingShingle Narratives of professionals who work with deaf children in school inclusion
Kelman, Celeste Azulay
Inclusão
Educação de surdos
Narrativas
Pedagogia Visual
Inclusión
Educación de sordos
Relatos
Pedagogia visual
Inclusion
Deaf Education
Narratives
Visual pedagogy
title_short Narratives of professionals who work with deaf children in school inclusion
title_full Narratives of professionals who work with deaf children in school inclusion
title_fullStr Narratives of professionals who work with deaf children in school inclusion
title_full_unstemmed Narratives of professionals who work with deaf children in school inclusion
title_sort Narratives of professionals who work with deaf children in school inclusion
author Kelman, Celeste Azulay
author_facet Kelman, Celeste Azulay
author_role author
dc.contributor.author.fl_str_mv Kelman, Celeste Azulay
dc.subject.por.fl_str_mv Inclusão
Educação de surdos
Narrativas
Pedagogia Visual
Inclusión
Educación de sordos
Relatos
Pedagogia visual
Inclusion
Deaf Education
Narratives
Visual pedagogy
topic Inclusão
Educação de surdos
Narrativas
Pedagogia Visual
Inclusión
Educación de sordos
Relatos
Pedagogia visual
Inclusion
Deaf Education
Narratives
Visual pedagogy
description The National Policy for inclusive education (MEC, 2008) proposes school inclusion for students with disabilities, global development disorders and high skills/giftedness. However, the inclusion of the deaf in school, with good results in learning, has been a great challenge. This article is a clipping from a survey where the strategy of visual pedagogy in education for deaf students was used. The teachers, an interpreter and a professional in urban cleaning, who worked at school and communicated in sign language with the students, were interviewed. The narratives here analyzed revealed ambiguities and tensions experienced by professionals who deal with inclusion in their daily lives.
publishDate 2014
dc.date.none.fl_str_mv 2014-09-02
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 https://periodicos.unb.br/index.php/linhascriticas/article/view/4302
10.26512/lc.v20i42.4302
url https://periodicos.unb.br/index.php/linhascriticas/article/view/4302
identifier_str_mv 10.26512/lc.v20i42.4302
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.unb.br/index.php/linhascriticas/article/view/4302/3935
dc.rights.driver.fl_str_mv Copyright (c) 2016 Linhas Críticas
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2016 Linhas Críticas
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Faculdade de Educação - Universidade de Brasília
publisher.none.fl_str_mv Faculdade de Educação - Universidade de Brasília
dc.source.none.fl_str_mv Linhas Críticas; Vol. 20 No. 42 (2014): Narrativas de Formação; 307-324
Linhas Críticas; Vol. 20 Núm. 42 (2014): Narrativas de Formação; 307-324
Linhas Crí­ticas; v. 20 n. 42 (2014): Narrativas de Formação; 307-324
1981-0431
1516-4896
10.26512/lc.v20i42
reponame:Linhas Críticas (Online)
instname:Universidade de Brasília (UnB)
instacron:UnB
instname_str Universidade de Brasília (UnB)
instacron_str UnB
institution UnB
reponame_str Linhas Críticas (Online)
collection Linhas Críticas (Online)
repository.name.fl_str_mv Linhas Críticas (Online) - Universidade de Brasília (UnB)
repository.mail.fl_str_mv rvlinhas@unb.br||
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