School Trajectories of the Deaf: Between Teaching Practices and Bicultural Development Processes

• Autor(a) principal: Ribeiro, Camila Brito
• Data de Publicação: 2017
• Outros Autores: Silva, Daniele Nunes Henrique
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Psicologia (Universidade de Brasília. Online)
• Texto Completo: https://periodicos.unb.br/index.php/revistaptp/article/view/19478
• topic: Surdo; Educação inclusiva; Comunicação intercultural; Psicologia do desenvolvimento; Deaf; Inclusive education; Intercultural communication; Developmental psychology

Characterized by a variety of teaching strategies, the life of the deaf at school has been marked by failure and dropout. Thus, we propose to reflect about the schooling processes of deaf children and adolescents. The data were collected in clinical sessions, structured by a multidisciplinary professional group (a pedagogue, a psychologist and an interpreter), with agroup of four deaf people. The narratives of these subjects were focused on pedagogical practices, indicating three categories of analysis: (a) the role of language in the teaching-learning process; (b) the role of the interpreter of sign language in the classroom; and (c) difficulties arising from learning based exclusively on writing and orality. We conclude that it is important to consider the process of inclusion of the deaf based on their bilingual condition.