Sinalizando a cartografia para dar sentido na geografia para surdos

Detalhes bibliográficos
Autor(a) principal: Mazzarollo, Thiago Rafael
Data de Publicação: 2017
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações do UNIOESTE
Texto Completo: http://tede.unioeste.br:8080/tede/handle/tede/2900
Resumo: Although the social inclusion of people with disabilities is a usual theme, it is not completely resolved. In the school environment, teachers and the educational staff sometimes feel unprepared to such commitment. In this regard, the beginning of academic life also has limits and weaknesses, even though special education teaching is a method that passes indistinctly through all the educational levels. Therefore, the search for indicatives with possible contributions in this area has motivated this study, which also characterizes the need to specify the deaf in its linguistic and methodological uniqueness. Since 2002, with the approval of the Law 10.436, the inclusion of deaf students in regular schools became an impressive situation, and since then the need of meeting the students needs appropriately has been increasing. The aim of this study is to discuss the difficulties and limitations to the understanding of the cartography concepts in the Geography teaching, as well as in the Brazilian sign language (known as Libras). This research presents the elements of the special education history with a special look at the teaching of the deaf, in the process of knowledge construction compared to the elementary concepts in cartography in the Geography teaching. To that, through bibliographic reviews, it was important to cover three general themes: a) Special Education, as based in the authors Bianchetti (1995), Jannuzzi (2004), Mendes (2002 and 2010) and Mazzotta (2011); b) Deaf , Education and Brazilian Sign Language (Libras), in the works of Brito (1995), Quadros and Karnopp (2004), Perlin and Strobel (2006), Fernandes (2007) and Godelfeld (2010); and c) Cartography and Geography teaching with Francischett (2002, 2004, 2009 and 2010), Martinelli (2007 and 2009), Castrogiovanni (1994 and 2007) and Loch (2006). The information and historic withdrawals about the deaf education in Francisco Beltrão were obtained through interviews with a city pioneer, who has two deaf children that needed special education. Two teachers, who began this special education project with the deaf in the town were also interviewed and shared their experiences about that time. Three deaf people also contributed to this study giving information and reporting experiences they had during their education process. Therefore, Geography classes were watched having two deaf students regularly enrolled. These classes were watched at Colégio Estadual Eduardo Virmond Suplicy, which has Primary, Secondary School and Vocational Education, being a reference institution in the teaching of deaf students, located in Francisco Beltrão/ PR. Throughout interviews, were surveyed the Geography teacher and the Brazilian sign language interpreter who worked with the included students. The results brought meaning and important elements, specially about the necessity of discussing this subject heavily, on the basis of practical and punctual actions. Another aspect was the urgent necessity of teaching materials, to needy students as well, to complement the pedagogical action. In the object framework, the linguistic need was evidenced in Cartography to help with the concepts and geographic contents, and the contributions of this study resulted in a glossary presentation with aspects pointed and highlighted with great importance, which can diminish the problems and help in the process of teaching deaf people.
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spelling Francischett, Mafalda Nesihttp://lattes.cnpq.br/8041231173562955Francischett, Mafalda Nesihttp://lattes.cnpq.br/8041231173562955Rocha, Margarette Matescohttp://lattes.cnpq.br/5438283938938377Callai, Helena Copettihttp://lattes.cnpq.br/7425467026617423http://lattes.cnpq.br/3653934115322580Mazzarollo, Thiago Rafael2017-08-11T14:44:45Z2017-05-24MAZZAROLLO, Thiago Rafael. Sinalizando a cartografia para dar sentido na geografia para surdos. 2017. 170 f. Dissertação (Mestrado em Geografia) - Universidade Estadual do Oeste do Paraná, Francisco Beltrão, 2017.http://tede.unioeste.br:8080/tede/handle/tede/2900Although the social inclusion of people with disabilities is a usual theme, it is not completely resolved. In the school environment, teachers and the educational staff sometimes feel unprepared to such commitment. In this regard, the beginning of academic life also has limits and weaknesses, even though special education teaching is a method that passes indistinctly through all the educational levels. Therefore, the search for indicatives with possible contributions in this area has motivated this study, which also characterizes the need to specify the deaf in its linguistic and methodological uniqueness. Since 2002, with the approval of the Law 10.436, the inclusion of deaf students in regular schools became an impressive situation, and since then the need of meeting the students needs appropriately has been increasing. The aim of this study is to discuss the difficulties and limitations to the understanding of the cartography concepts in the Geography teaching, as well as in the Brazilian sign language (known as Libras). This research presents the elements of the special education history with a special look at the teaching of the deaf, in the process of knowledge construction compared to the elementary concepts in cartography in the Geography teaching. To that, through bibliographic reviews, it was important to cover three general themes: a) Special Education, as based in the authors Bianchetti (1995), Jannuzzi (2004), Mendes (2002 and 2010) and Mazzotta (2011); b) Deaf , Education and Brazilian Sign Language (Libras), in the works of Brito (1995), Quadros and Karnopp (2004), Perlin and Strobel (2006), Fernandes (2007) and Godelfeld (2010); and c) Cartography and Geography teaching with Francischett (2002, 2004, 2009 and 2010), Martinelli (2007 and 2009), Castrogiovanni (1994 and 2007) and Loch (2006). The information and historic withdrawals about the deaf education in Francisco Beltrão were obtained through interviews with a city pioneer, who has two deaf children that needed special education. Two teachers, who began this special education project with the deaf in the town were also interviewed and shared their experiences about that time. Three deaf people also contributed to this study giving information and reporting experiences they had during their education process. Therefore, Geography classes were watched having two deaf students regularly enrolled. These classes were watched at Colégio Estadual Eduardo Virmond Suplicy, which has Primary, Secondary School and Vocational Education, being a reference institution in the teaching of deaf students, located in Francisco Beltrão/ PR. Throughout interviews, were surveyed the Geography teacher and the Brazilian sign language interpreter who worked with the included students. The results brought meaning and important elements, specially about the necessity of discussing this subject heavily, on the basis of practical and punctual actions. Another aspect was the urgent necessity of teaching materials, to needy students as well, to complement the pedagogical action. In the object framework, the linguistic need was evidenced in Cartography to help with the concepts and geographic contents, and the contributions of this study resulted in a glossary presentation with aspects pointed and highlighted with great importance, which can diminish the problems and help in the process of teaching deaf people.A inclusão social de pessoas com deficiência é tema debatido, porém pouco resolvido. No ambiente escolar, professores e equipe pedagógica se sentem, por vezes, despreparados para assumir tal compromisso. Neste aspecto, a formação acadêmica inicial, também se apresenta com limites e fragilidades, embora a Educação Especial seja uma modalidade de ensino que perpassa por todos os níveis educacionais indistintamente. Sendo assim, a procura por indicativos com possíveis contribuições nesta área foi o que moveu esta pesquisa que se delineou, até chegar no âmbito da necessidade de abordar especificamente a surdez na sua singularidade linguística e metodológica. Desde o ano de 2002, com a aprovação da Lei 10.436 a inclusão de alunos surdos tornou-se uma realidade impactante, na escola regular e, desde então, aumenta a necessidade de atender de modo adequado este alunado. O objetivo deste trabalho foi o de discutir as dificuldades e limitações para a compreensão dos conceitos da Cartografia no ensino de Geografia, bem como dos signos linguísticos em Libras. Esta pesquisa apresenta elementos da trajetória da educação especial com um olhar para a educação de surdos, no processo de construção do conhecimento frente aos conceitos elementares da Cartografia no ensino de Geografia. Para isso, buscou-se, a partir da revisão bibliográfica, abranger três temáticas gerais, a saber: a) Educação Especial, como base nos autores Bianchetti (1995), Jannuzzi (2004), Mendes (2002 e 2010) e Mazzotta (2011); b) Surdez, Educação e Libras, nas obras de Brito (1995), Quadros e Karnopp (2004), Perlin e Strobel (2006), Fernandes (2007) e Godelfeld (2010); e c) Cartografia e Ensino de Geografia com Francischett (2002, 2004, 2009 e 2010), Martinelli (2007 e 2009), Castrogiovanni (1994 e 2007) e Loch (2006). As informações e levantamentos históricos sobre a educação de surdos no município de Francisco Beltrão ocorreu por meio de entrevistas realizadas com um pioneiro da cidade, o qual tem um casal de filhos surdos, e estes, necessitavam de uma educação que atendesse sua necessidade. Também com duas professoras que iniciaram os trabalhos na educação de surdos no município, as quais relataram suas experiências daquela época. Bem como três surdos que contribuíram com informações e experiências que tiveram durante o processo de escolarização. Por conseguinte, foram realizadas observações em salas de aula, na disciplina de Geografia com a presença de dois alunos surdos matriculados regularmente. Estas observações foram realizadas no Colégio Estadual Eduardo Virmond Suplicy, Ensino Fundamental, Ensino Médio e Profissional, instituição referência no atendimento aos alunos surdos, localizado no município de Francisco Beltrão/PR. Por meio de entrevistas foram inquiridas a professora de Geografia, e a intérprete de Libras que atendia estes alunos inclusos. Os resultados trouxeram significados e elementos importantes, principalmente sobre a necessidade de se discutir profundamente o assunto com bases em ações práticas e pontuais. Outro aspecto foi a necessidade urgente de material didático e paradidático para complementar a ação pedagógica. No âmbito do objeto surgiua necessidade linguística evidenciada para a Cartografia no auxílio dos conceitos e conteúdos geográfico, pelo qual a contribuição deste trabalho resultou na apresentação de um glossário com aspectos apontados e evidenciados como de muita importância e que pode amenizar alguns problemas e auxiliar no processo da educação de surdos.Submitted by Juliana Correa (juliana.correa@unioeste.br) on 2017-08-11T14:44:45Z No. of bitstreams: 2 Thiago Rafael Mazzarollo 2017.pdf: 11084749 bytes, checksum: 98e38649b171002d70f7c48f73a72c51 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2017-08-11T14:44:45Z (GMT). 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dc.title.por.fl_str_mv Sinalizando a cartografia para dar sentido na geografia para surdos
dc.title.alternative.eng.fl_str_mv Cartography in sign language to provide meaning in geography to the deaf
title Sinalizando a cartografia para dar sentido na geografia para surdos
spellingShingle Sinalizando a cartografia para dar sentido na geografia para surdos
Mazzarollo, Thiago Rafael
Cartografia
Educação de Surdos
Ensino de Geografia
Libras
Education of the deaf
Geography teaching
Brazilian sig
Cartography
GEOGRAFIA FISICA::GEOCARTOGRAFIA
title_short Sinalizando a cartografia para dar sentido na geografia para surdos
title_full Sinalizando a cartografia para dar sentido na geografia para surdos
title_fullStr Sinalizando a cartografia para dar sentido na geografia para surdos
title_full_unstemmed Sinalizando a cartografia para dar sentido na geografia para surdos
title_sort Sinalizando a cartografia para dar sentido na geografia para surdos
author Mazzarollo, Thiago Rafael
author_facet Mazzarollo, Thiago Rafael
author_role author
dc.contributor.advisor1.fl_str_mv Francischett, Mafalda Nesi
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/8041231173562955
dc.contributor.referee1.fl_str_mv Francischett, Mafalda Nesi
dc.contributor.referee1Lattes.fl_str_mv http://lattes.cnpq.br/8041231173562955
dc.contributor.referee2.fl_str_mv Rocha, Margarette Matesco
dc.contributor.referee2Lattes.fl_str_mv http://lattes.cnpq.br/5438283938938377
dc.contributor.referee3.fl_str_mv Callai, Helena Copetti
dc.contributor.referee3Lattes.fl_str_mv http://lattes.cnpq.br/7425467026617423
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/3653934115322580
dc.contributor.author.fl_str_mv Mazzarollo, Thiago Rafael
contributor_str_mv Francischett, Mafalda Nesi
Francischett, Mafalda Nesi
Rocha, Margarette Matesco
Callai, Helena Copetti
dc.subject.por.fl_str_mv Cartografia
Educação de Surdos
Ensino de Geografia
Libras
Education of the deaf
Geography teaching
Brazilian sig
topic Cartografia
Educação de Surdos
Ensino de Geografia
Libras
Education of the deaf
Geography teaching
Brazilian sig
Cartography
GEOGRAFIA FISICA::GEOCARTOGRAFIA
dc.subject.eng.fl_str_mv Cartography
dc.subject.cnpq.fl_str_mv GEOGRAFIA FISICA::GEOCARTOGRAFIA
description Although the social inclusion of people with disabilities is a usual theme, it is not completely resolved. In the school environment, teachers and the educational staff sometimes feel unprepared to such commitment. In this regard, the beginning of academic life also has limits and weaknesses, even though special education teaching is a method that passes indistinctly through all the educational levels. Therefore, the search for indicatives with possible contributions in this area has motivated this study, which also characterizes the need to specify the deaf in its linguistic and methodological uniqueness. Since 2002, with the approval of the Law 10.436, the inclusion of deaf students in regular schools became an impressive situation, and since then the need of meeting the students needs appropriately has been increasing. The aim of this study is to discuss the difficulties and limitations to the understanding of the cartography concepts in the Geography teaching, as well as in the Brazilian sign language (known as Libras). This research presents the elements of the special education history with a special look at the teaching of the deaf, in the process of knowledge construction compared to the elementary concepts in cartography in the Geography teaching. To that, through bibliographic reviews, it was important to cover three general themes: a) Special Education, as based in the authors Bianchetti (1995), Jannuzzi (2004), Mendes (2002 and 2010) and Mazzotta (2011); b) Deaf , Education and Brazilian Sign Language (Libras), in the works of Brito (1995), Quadros and Karnopp (2004), Perlin and Strobel (2006), Fernandes (2007) and Godelfeld (2010); and c) Cartography and Geography teaching with Francischett (2002, 2004, 2009 and 2010), Martinelli (2007 and 2009), Castrogiovanni (1994 and 2007) and Loch (2006). The information and historic withdrawals about the deaf education in Francisco Beltrão were obtained through interviews with a city pioneer, who has two deaf children that needed special education. Two teachers, who began this special education project with the deaf in the town were also interviewed and shared their experiences about that time. Three deaf people also contributed to this study giving information and reporting experiences they had during their education process. Therefore, Geography classes were watched having two deaf students regularly enrolled. These classes were watched at Colégio Estadual Eduardo Virmond Suplicy, which has Primary, Secondary School and Vocational Education, being a reference institution in the teaching of deaf students, located in Francisco Beltrão/ PR. Throughout interviews, were surveyed the Geography teacher and the Brazilian sign language interpreter who worked with the included students. The results brought meaning and important elements, specially about the necessity of discussing this subject heavily, on the basis of practical and punctual actions. Another aspect was the urgent necessity of teaching materials, to needy students as well, to complement the pedagogical action. In the object framework, the linguistic need was evidenced in Cartography to help with the concepts and geographic contents, and the contributions of this study resulted in a glossary presentation with aspects pointed and highlighted with great importance, which can diminish the problems and help in the process of teaching deaf people.
publishDate 2017
dc.date.accessioned.fl_str_mv 2017-08-11T14:44:45Z
dc.date.issued.fl_str_mv 2017-05-24
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/masterThesis
format masterThesis
status_str publishedVersion
dc.identifier.citation.fl_str_mv MAZZAROLLO, Thiago Rafael. Sinalizando a cartografia para dar sentido na geografia para surdos. 2017. 170 f. Dissertação (Mestrado em Geografia) - Universidade Estadual do Oeste do Paraná, Francisco Beltrão, 2017.
dc.identifier.uri.fl_str_mv http://tede.unioeste.br:8080/tede/handle/tede/2900
identifier_str_mv MAZZAROLLO, Thiago Rafael. Sinalizando a cartografia para dar sentido na geografia para surdos. 2017. 170 f. Dissertação (Mestrado em Geografia) - Universidade Estadual do Oeste do Paraná, Francisco Beltrão, 2017.
url http://tede.unioeste.br:8080/tede/handle/tede/2900
dc.language.iso.fl_str_mv por
language por
dc.relation.program.fl_str_mv 5677331228603424138
dc.relation.confidence.fl_str_mv 600
600
600
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dc.relation.cnpq.fl_str_mv -3836710730498631622
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info:eu-repo/semantics/openAccess
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eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual do Oeste do Paraná
Francisco Beltrão
dc.publisher.program.fl_str_mv Programa de Pós-Graduação em Geografia
dc.publisher.initials.fl_str_mv UNIOESTE
dc.publisher.country.fl_str_mv Brasil
dc.publisher.department.fl_str_mv Centro de Ciências Humanas
publisher.none.fl_str_mv Universidade Estadual do Oeste do Paraná
Francisco Beltrão
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