The main educational approaches to the deaf: and the valorization of the culture of the deaf
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/1231 |
Resumo: | The present research, based on bibliographical analysis, investigated the main teaching approaches and the valorization of the culture of the deaf. Oralism, Total Communication and Bilingualism are the teaching approaches that most influenced and still influence the conception of the deaf subject, sign language and deaf culture. In the oralist approach the focus was to make the students to oralize, making them look like the listeners. Sign language was strictly forbidden. Classrooms were a space for habilitation / rehabilitation for speech acquisition and lip reading, with little teaching of school content. The educational failure caused by the use of this method has generated discontent and consequently openness to the emergence of the method known as Total Communication. In this approach the student was encouraged to make use of gestures, mimics, sign languages, oralization, of hearing aids. Even though there was appreciation of the communication of these subjects, the use of this method was not enough to reverse the educational failure of the deaf students. It was from these results that the research on sign language was consolidating and giving rise to a new teaching approach known as Bilingualism. This approach argues that sign language is the first language of the deaf and its acquisition is indispensable for the construction of the identity of this subject. Thus, these discussions have as general objective to present the main teaching approaches focused on the education of the deaf and which work on valuing the culture of these subjects. |
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Research, Society and Development |
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The main educational approaches to the deaf: and the valorization of the culture of the deafLos principales enfoques para el surdo: y la valorización de la cultura de los surdosAs principais abordagens de ensino para o surdo: e a valorização da cultura dos surdosOralismo. Comunicação total. Bilinguismo. Cultura surda.Oralismo. Comunicación total. El bilingüismo. Cultura sorda.Oralismo. Total communication. Bilingualism. Deaf culture.The present research, based on bibliographical analysis, investigated the main teaching approaches and the valorization of the culture of the deaf. Oralism, Total Communication and Bilingualism are the teaching approaches that most influenced and still influence the conception of the deaf subject, sign language and deaf culture. In the oralist approach the focus was to make the students to oralize, making them look like the listeners. Sign language was strictly forbidden. Classrooms were a space for habilitation / rehabilitation for speech acquisition and lip reading, with little teaching of school content. The educational failure caused by the use of this method has generated discontent and consequently openness to the emergence of the method known as Total Communication. In this approach the student was encouraged to make use of gestures, mimics, sign languages, oralization, of hearing aids. Even though there was appreciation of the communication of these subjects, the use of this method was not enough to reverse the educational failure of the deaf students. It was from these results that the research on sign language was consolidating and giving rise to a new teaching approach known as Bilingualism. This approach argues that sign language is the first language of the deaf and its acquisition is indispensable for the construction of the identity of this subject. Thus, these discussions have as general objective to present the main teaching approaches focused on the education of the deaf and which work on valuing the culture of these subjects.La presente investigación, basada en análisis bibliográfico, investigó los principales abordajes de enseñanza del sordo y la valorización de la cultura de los sordos. El Oralismo, la Comunicación total y el Bilingüismo son los enfoques de enseñanza que más influenciaron y aún influyen en la concepción sobre el sujeto sordo, la lengua de signos y la cultura sorda. En el enfoque oralista el foco era hacer los estudiantes a oralizar, haciéndolos parecidos a los oyentes. La lengua de signos estaba terminantemente prohibida. Las aulas eran un espacio de habilitación / rehabilitación para la adquisición del habla y lectura labial, habiendo poco enseñanza de contenido escolar. El fracaso educativo ocasionado por el uso de este método generó descontento y consecuentemente apertura para el surgimiento del método conocido como Comunicación Total. En este enfoque el estudiante era estimulado a hacer uso de gestos, mímicas, lenguas de señales, oralizar, de audífonos. Incluso si se apreciaba la comunicación de estos sujetos, el uso de dicho método no fue suficiente para revertir el fracaso educativo de los estudiantes sordos. Fue a partir de esos resultados que las investigaciones sobre la lengua de signos se fueron consolidando y dando origen a un nuevo enfoque de enseñanza conocido como Bilingüismo. Este enfoque defiende que la lengua de signos es la primera lengua del sordo y su adquisición indispensable para la construcción de la identidad de ese sujeto. De esta forma estas discusiones tienen como objetivo general presentar los principales abordajes de enseñanza orientados en la educación del sordo y que trabajan en la valorización de la cultura de esos sujetos.A presente pesquisa, baseada em análise bibliográfica, investigou as principais abordagens de ensino do surdo e a valorização da cultura dos surdos. O Oralismo, a Comunicação total e o Bilinguismo são as abordagens de ensino que mais influenciaram e ainda influência a concepção sobre o sujeito surdo, a língua de sinais e a cultura surda. Na abordagem oralista o foco era fazer os estudantes a oralizar, tornando-os parecidos com os ouvintes. A língua de sinais era terminantemente proibida. As salas de aulas era um espaço de habilitação/ reabilitação para aquisição da fala e leitura labial, havendo pouco ensino de conteúdo escolar. O fracasso educacional ocasionado pelo uso desse método gerou descontentamento e consequentemente abertura para o surgimento do método conhecido como Comunicação Total. Nesta abordagem o estudante era estimulado a fazer uso de gestos, mímicas, línguas de sinais, oralizar, de aparelhos auditivos. Mesmo havendo valorização da comunicação desses sujeitos, o uso do referido método não foi suficiente para reverter o fracasso educacional dos estudantes surdos. Foi a partir desses resultados que as pesquisas sobre a língua de sinais foi se consolidando e dando origem uma nova abordagem de ensino conhecida como Bilinguismo. Esta abordagem defende que a língua de sinais é a primeira língua do surdo e sua aquisição indispensável para construção da identidade desse sujeito. Dessa forma estas discussões têm como objetivo geral apresentar as principais abordagens de ensino voltadas na educação do surdo e qual trabalham na valorização da cultura desses sujeitos.Research, Society and Development2019-06-05info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/123110.33448/rsd-v8i8.1231Research, Society and Development; Vol. 8 No. 8; e38881231Research, Society and Development; Vol. 8 Núm. 8; e38881231Research, Society and Development; v. 8 n. 8; e388812312525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/1231/1001Copyright (c) 2019 Hellenvivivan Alcantara Barrosinfo:eu-repo/semantics/openAccessBarros, Hellenvivivan de AlcântaraAlves, Francisco Regis Vieira2020-03-25T16:06:56Zoai:ojs.pkp.sfu.ca:article/1231Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:26:21.083578Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
The main educational approaches to the deaf: and the valorization of the culture of the deaf Los principales enfoques para el surdo: y la valorización de la cultura de los surdos As principais abordagens de ensino para o surdo: e a valorização da cultura dos surdos |
title |
The main educational approaches to the deaf: and the valorization of the culture of the deaf |
spellingShingle |
The main educational approaches to the deaf: and the valorization of the culture of the deaf Barros, Hellenvivivan de Alcântara Oralismo. Comunicação total. Bilinguismo. Cultura surda. Oralismo. Comunicación total. El bilingüismo. Cultura sorda. Oralismo. Total communication. Bilingualism. Deaf culture. |
title_short |
The main educational approaches to the deaf: and the valorization of the culture of the deaf |
title_full |
The main educational approaches to the deaf: and the valorization of the culture of the deaf |
title_fullStr |
The main educational approaches to the deaf: and the valorization of the culture of the deaf |
title_full_unstemmed |
The main educational approaches to the deaf: and the valorization of the culture of the deaf |
title_sort |
The main educational approaches to the deaf: and the valorization of the culture of the deaf |
author |
Barros, Hellenvivivan de Alcântara |
author_facet |
Barros, Hellenvivivan de Alcântara Alves, Francisco Regis Vieira |
author_role |
author |
author2 |
Alves, Francisco Regis Vieira |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Barros, Hellenvivivan de Alcântara Alves, Francisco Regis Vieira |
dc.subject.por.fl_str_mv |
Oralismo. Comunicação total. Bilinguismo. Cultura surda. Oralismo. Comunicación total. El bilingüismo. Cultura sorda. Oralismo. Total communication. Bilingualism. Deaf culture. |
topic |
Oralismo. Comunicação total. Bilinguismo. Cultura surda. Oralismo. Comunicación total. El bilingüismo. Cultura sorda. Oralismo. Total communication. Bilingualism. Deaf culture. |
description |
The present research, based on bibliographical analysis, investigated the main teaching approaches and the valorization of the culture of the deaf. Oralism, Total Communication and Bilingualism are the teaching approaches that most influenced and still influence the conception of the deaf subject, sign language and deaf culture. In the oralist approach the focus was to make the students to oralize, making them look like the listeners. Sign language was strictly forbidden. Classrooms were a space for habilitation / rehabilitation for speech acquisition and lip reading, with little teaching of school content. The educational failure caused by the use of this method has generated discontent and consequently openness to the emergence of the method known as Total Communication. In this approach the student was encouraged to make use of gestures, mimics, sign languages, oralization, of hearing aids. Even though there was appreciation of the communication of these subjects, the use of this method was not enough to reverse the educational failure of the deaf students. It was from these results that the research on sign language was consolidating and giving rise to a new teaching approach known as Bilingualism. This approach argues that sign language is the first language of the deaf and its acquisition is indispensable for the construction of the identity of this subject. Thus, these discussions have as general objective to present the main teaching approaches focused on the education of the deaf and which work on valuing the culture of these subjects. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-06-05 |
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://rsdjournal.org/index.php/rsd/article/view/1231 10.33448/rsd-v8i8.1231 |
url |
https://rsdjournal.org/index.php/rsd/article/view/1231 |
identifier_str_mv |
10.33448/rsd-v8i8.1231 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/1231/1001 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2019 Hellenvivivan Alcantara Barros info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2019 Hellenvivivan Alcantara Barros |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 8 No. 8; e38881231 Research, Society and Development; Vol. 8 Núm. 8; e38881231 Research, Society and Development; v. 8 n. 8; e38881231 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
instname_str |
Universidade Federal de Itajubá (UNIFEI) |
instacron_str |
UNIFEI |
institution |
UNIFEI |
reponame_str |
Research, Society and Development |
collection |
Research, Society and Development |
repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
repository.mail.fl_str_mv |
rsd.articles@gmail.com |
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1797052815190786048 |