História de vida de uma professora surda e sua prática pedagógica na educação básica

Detalhes bibliográficos
Autor(a) principal: Mazzacotte, Andrea Carolina Bernal
Data de Publicação: 2018
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações do UNIOESTE
Texto Completo: http://tede.unioeste.br/handle/tede/4213
Resumo: This paper is an auto-biography of the deaf professor Andréa Carolina Mazacotte, born in São Paulo, 1979. Graduated in Normal Superior in a private university in Foz do Iguaçu and in Arts of Teaching/Libras (Brazilian Sign Language) in the Universidade Federal de Santa Catarina. Worked as Brazilian Sign Language (Libras) professor for higher education and also has already taught as a teacher for deaf people from preschool education up to Teens and Adults Education. The problem to be discussed on this paper is:” How do the deaf’s fight/struggle for education? And, after all, what is bilingual education for the deaf?”. From the professor’s auto-biography method is possible to see the relationship between the deaf professor’s life story, this papers author, and the deaf historical struggle for their rights in education and in having their own language, as they were advertised and reported in newspapers and magazines. For this to take place, it presents documental research in newspapers and magazines that shows the personal history and the history of the deaf’s fight/struggle for education. This paper also has as its general objective to register the fight/struggle of the deaf for education, understanding what is bilingual education for the deaf and conceptualize the bilingual education for the deaf, pointing out teaching methodology ideas for Libras (Brazilian Sign Language) as a first language (L1) and Portuguese in the written category as a second language (L2). And the specific objectives would be on how to present the formative process of a deaf professor. The auto-biographical approach, based on Nóvoa (1992), is explained for the fact that the teacher/professor experience may help understanding the development of the deaf teachers and professors. The second chapter approaches the history of the deaf education in Brazil and worldwide. The third shows the auto-biography, discussing the deaf culture and education and the struggle from the deaf community for their right to have their own language. The fourth chapter exhibits the pedagogical practice in the bilingual education for and to the deaf, associating with the educational theory from Paulo Freire. As we could conclude, the bilingual education for the deaf needs to be rethought in order that the deaf learn Libras (Brazilian Sign Language) significantly, which unfortunately is not happening in the today’s scenario in which the main language is Portuguese and Libras is taught only as a signalization, in other words, not respecting the grammatical points from Libras, only imitating the Portuguese structures. The deaf, to be part of the society, need schools that respect Libras and the deaf culture, for that is the only way that it will be possible to raise active and critical citizens that do not depend on assistentialism and paternalism. The words for the deaf need to have meaning.
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spelling André, Tamara Cardosohttp://lattes.cnpq.br/9519719491233229Cezar, Kelly Priscilla Lóddohttp://lattes.cnpq.br/6431119398016499Lübeck, Marcoshttp://lattes.cnpq.br/7883791454233628Klauck, Samuelhttp://lattes.cnpq.br/0473749689984547Ribeiro, Luciana Mellohttp://lattes.cnpq.br/3962893874160503http://lattes.cnpq.br/1424470591485815Mazzacotte, Andrea Carolina Bernal2019-04-17T19:24:19Z2018-12-07MAZZACOTTE, Andrea Carolina Bernal. História de vida de uma professora surda e sua prática pedagógica na educação básica. 2018. 161 f. Dissertação (Mestrado em Ensino) - Universidade Estadual do Oeste do Paraná, Foz do Iguaçu, 2018.http://tede.unioeste.br/handle/tede/4213This paper is an auto-biography of the deaf professor Andréa Carolina Mazacotte, born in São Paulo, 1979. Graduated in Normal Superior in a private university in Foz do Iguaçu and in Arts of Teaching/Libras (Brazilian Sign Language) in the Universidade Federal de Santa Catarina. Worked as Brazilian Sign Language (Libras) professor for higher education and also has already taught as a teacher for deaf people from preschool education up to Teens and Adults Education. The problem to be discussed on this paper is:” How do the deaf’s fight/struggle for education? And, after all, what is bilingual education for the deaf?”. From the professor’s auto-biography method is possible to see the relationship between the deaf professor’s life story, this papers author, and the deaf historical struggle for their rights in education and in having their own language, as they were advertised and reported in newspapers and magazines. For this to take place, it presents documental research in newspapers and magazines that shows the personal history and the history of the deaf’s fight/struggle for education. This paper also has as its general objective to register the fight/struggle of the deaf for education, understanding what is bilingual education for the deaf and conceptualize the bilingual education for the deaf, pointing out teaching methodology ideas for Libras (Brazilian Sign Language) as a first language (L1) and Portuguese in the written category as a second language (L2). And the specific objectives would be on how to present the formative process of a deaf professor. The auto-biographical approach, based on Nóvoa (1992), is explained for the fact that the teacher/professor experience may help understanding the development of the deaf teachers and professors. The second chapter approaches the history of the deaf education in Brazil and worldwide. The third shows the auto-biography, discussing the deaf culture and education and the struggle from the deaf community for their right to have their own language. The fourth chapter exhibits the pedagogical practice in the bilingual education for and to the deaf, associating with the educational theory from Paulo Freire. As we could conclude, the bilingual education for the deaf needs to be rethought in order that the deaf learn Libras (Brazilian Sign Language) significantly, which unfortunately is not happening in the today’s scenario in which the main language is Portuguese and Libras is taught only as a signalization, in other words, not respecting the grammatical points from Libras, only imitating the Portuguese structures. The deaf, to be part of the society, need schools that respect Libras and the deaf culture, for that is the only way that it will be possible to raise active and critical citizens that do not depend on assistentialism and paternalism. The words for the deaf need to have meaning.Este trabajo es una autobiografía de una profesora sorda, nacida en 1979, en São Paulo, graduada en Normal Superior en una facultad particular de Foz do Iguaçu y en Licenciatura en Letras / Libras en la Universidad Federal de Santa Catarina. Es docente de Lengua Brasileña de Señales (Libras) en la enseñanza superior, ya habiendo actuado como profesora de sordos desde la Educación Infantil hasta la Educación de Jóvenes y Adultos. Parte del siguiente problema: ¿Cómo los sordos luchan por la educación? Al final, ¿qué es la educación bilingüe de / para sordo? A partir del método de autobiografía de profesores, presenta relación entre la historia de vida de la profesora sorda, autora de este trabajo, con las luchas históricas de los sordos por el derecho a la lengua y a la educación, según lo informado y reportado en periódicos y revistas. Para ello, presenta investigación documental en periódicos y revistas que muestran la historia personal y la historia de la lucha de los sordos por la educación. Tiene como objetivo general el registro de la lucha de los sordos por la educación, entendiendo lo que es educación bilingüe para sordos. Conceptualizar la educación bilingüe para sordos, mostrando ideas de metodologías de enseñanza de Libras como su primera lengua (L1) y de Lengua Portuguesa en la modalidad escrita como segunda lengua (L2), así como también presentar el proceso de formación de una profesora sorda, son los objetivos específicos .El abordaje autobiográfico, con base en Nóvoa (1992), se justifica porque la experiencia docente puede ayudar a entender la formación de profesores sordos. El segundo capítulo trata de la historia de la educación de sordos en Brasil y en el mundo. El tercer capítulo muestra la autobiografía, discutiendo la educación y la cultura sorda y la lucha de la comunidad sorda por el derecho a la lengua. El cuarto capítulo expone la práctica pedagógica en la educación bilingüe de y para sordos, relacionándose con la teoría educativa de Paulo Freire. Se concluye que la educación bilingüe para sordos debe ser pensada para que el sordo aprenda libras de manera significativa, lo que no ocurre en los contextos en los que la lengua de enseñanza es la lengua portuguesa y Libras se imparte en el modo señalado, es decir, sin respeto a su propia gramática e imitando la estructura de la lengua portuguesa. Los sordos, para ser incluidos, necesitan de una escuela que respete la Libras y la cultura sorda, pues sólo así la educación formará ciudadanos críticos y actuantes, que no dependan de asistencialismo y paternalismo. La palabra para los sordos necesita tener significado.Este trabalho é uma autobiografia de professora surda, nascida em 1979, em São Paulo, formada em Normal Superior em uma faculdade particular de Foz do Iguaçu e em Licenciatura de Letras/Libras pela Universidade Federal de Santa Catarina, docente de Língua Brasileira de Sinais (Libras) no ensino superior, já tendo atuado como professora de surdos desde a Educação Infantil até a Educação de Jovens e Adultos. Parte do seguinte problema: Como os surdos lutam por educação? Afinal, o que é educação bilíngue de/para surdo? A partir do método de autobiografia de professores, apresenta relação entre a história de vida da professora surda, autora deste trabalho, com as lutas históricas dos surdos pelo direito à língua e à educação; conforme noticiadas e reportadas em jornais e revistas. Para isso, apresenta pesquisa documental em jornais e revistas que mostram a história pessoal e a história da luta dos surdos pela educação. Tem como objetivo geral o registro da luta dos surdos pela educação, entendendo o que é educação bilingue para surdos. Conceituar a educação bilíngue para surdos, mostrando ideias de metodologias de ensino da Libras como primeira língua (L1) e de Língua Portuguesa na modalidade escrita como segunda língua (L2), assim como apresentar o processo formativo de uma professora surda, são os objetivos específicos. A abordagem autobiográfica, com base em Nóvoa (1992), se justifica porque a experiência docente pode ajudar a entender a formação de professores surdos. O segundo capítulo trata da história da educação de surdos no Brasil e no mundo. O terceiro capítulo mostra a autobiografia, discutindo a educação e a cultura surda e a luta da comunidade surda pelo direito à língua. O quarto capítulo expõe a prática pedagógica na educação bilíngue de e para surdos, relacionando com a teoria educacional de Paulo Freire. Conclui que a educação bilíngue para surdos precisa ser pensada para que o surdo aprenda a Libras de modo significativo, o que não acontece em contextos nos quais a língua de instrução é a Língua Portuguesa e a Libras é ensinada de modo sinalizado, ou seja, sem respeito à sua própria gramática e imitando a estrutura da Língua Portuguesa. Surdos, para serem incluídos, precisam de escola que respeite a Libras e a cultura surda, pois só assim a educação formará cidadãos críticos e atuantes, que não dependam de assistencialismo e paternalismo. A palavra para os surdos precisa ter significado.Submitted by Wagner Junior (wagner.junior@unioeste.br) on 2019-04-17T19:24:19Z No. of bitstreams: 2 Andrea_Carolina_Bernal_Mazacotte_2018.pdf: 2877914 bytes, checksum: 2de175754dd550929bbf784e431dd145 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2019-04-17T19:24:19Z (GMT). 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dc.title.por.fl_str_mv História de vida de uma professora surda e sua prática pedagógica na educação básica
dc.title.alternative.eng.fl_str_mv Life's history of a deaf teacher/professor and her practice in basic education
title História de vida de uma professora surda e sua prática pedagógica na educação básica
spellingShingle História de vida de uma professora surda e sua prática pedagógica na educação básica
Mazzacotte, Andrea Carolina Bernal
Educação dos surdos
História de vida
Docente surda
The deaf education
Life story
Deaf teacher
Educación de los sordos
Historia de vida
Docente sorda
EDUCACAO::ENSINO-APRENDIZAGEM
title_short História de vida de uma professora surda e sua prática pedagógica na educação básica
title_full História de vida de uma professora surda e sua prática pedagógica na educação básica
title_fullStr História de vida de uma professora surda e sua prática pedagógica na educação básica
title_full_unstemmed História de vida de uma professora surda e sua prática pedagógica na educação básica
title_sort História de vida de uma professora surda e sua prática pedagógica na educação básica
author Mazzacotte, Andrea Carolina Bernal
author_facet Mazzacotte, Andrea Carolina Bernal
author_role author
dc.contributor.advisor1.fl_str_mv André, Tamara Cardoso
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/9519719491233229
dc.contributor.referee1.fl_str_mv Cezar, Kelly Priscilla Lóddo
dc.contributor.referee1Lattes.fl_str_mv http://lattes.cnpq.br/6431119398016499
dc.contributor.referee2.fl_str_mv Lübeck, Marcos
dc.contributor.referee2Lattes.fl_str_mv http://lattes.cnpq.br/7883791454233628
dc.contributor.referee3.fl_str_mv Klauck, Samuel
dc.contributor.referee3Lattes.fl_str_mv http://lattes.cnpq.br/0473749689984547
dc.contributor.referee4.fl_str_mv Ribeiro, Luciana Mello
dc.contributor.referee4Lattes.fl_str_mv http://lattes.cnpq.br/3962893874160503
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/1424470591485815
dc.contributor.author.fl_str_mv Mazzacotte, Andrea Carolina Bernal
contributor_str_mv André, Tamara Cardoso
Cezar, Kelly Priscilla Lóddo
Lübeck, Marcos
Klauck, Samuel
Ribeiro, Luciana Mello
dc.subject.por.fl_str_mv Educação dos surdos
História de vida
Docente surda
topic Educação dos surdos
História de vida
Docente surda
The deaf education
Life story
Deaf teacher
Educación de los sordos
Historia de vida
Docente sorda
EDUCACAO::ENSINO-APRENDIZAGEM
dc.subject.eng.fl_str_mv The deaf education
Life story
Deaf teacher
dc.subject.spa.fl_str_mv Educación de los sordos
Historia de vida
Docente sorda
dc.subject.cnpq.fl_str_mv EDUCACAO::ENSINO-APRENDIZAGEM
description This paper is an auto-biography of the deaf professor Andréa Carolina Mazacotte, born in São Paulo, 1979. Graduated in Normal Superior in a private university in Foz do Iguaçu and in Arts of Teaching/Libras (Brazilian Sign Language) in the Universidade Federal de Santa Catarina. Worked as Brazilian Sign Language (Libras) professor for higher education and also has already taught as a teacher for deaf people from preschool education up to Teens and Adults Education. The problem to be discussed on this paper is:” How do the deaf’s fight/struggle for education? And, after all, what is bilingual education for the deaf?”. From the professor’s auto-biography method is possible to see the relationship between the deaf professor’s life story, this papers author, and the deaf historical struggle for their rights in education and in having their own language, as they were advertised and reported in newspapers and magazines. For this to take place, it presents documental research in newspapers and magazines that shows the personal history and the history of the deaf’s fight/struggle for education. This paper also has as its general objective to register the fight/struggle of the deaf for education, understanding what is bilingual education for the deaf and conceptualize the bilingual education for the deaf, pointing out teaching methodology ideas for Libras (Brazilian Sign Language) as a first language (L1) and Portuguese in the written category as a second language (L2). And the specific objectives would be on how to present the formative process of a deaf professor. The auto-biographical approach, based on Nóvoa (1992), is explained for the fact that the teacher/professor experience may help understanding the development of the deaf teachers and professors. The second chapter approaches the history of the deaf education in Brazil and worldwide. The third shows the auto-biography, discussing the deaf culture and education and the struggle from the deaf community for their right to have their own language. The fourth chapter exhibits the pedagogical practice in the bilingual education for and to the deaf, associating with the educational theory from Paulo Freire. As we could conclude, the bilingual education for the deaf needs to be rethought in order that the deaf learn Libras (Brazilian Sign Language) significantly, which unfortunately is not happening in the today’s scenario in which the main language is Portuguese and Libras is taught only as a signalization, in other words, not respecting the grammatical points from Libras, only imitating the Portuguese structures. The deaf, to be part of the society, need schools that respect Libras and the deaf culture, for that is the only way that it will be possible to raise active and critical citizens that do not depend on assistentialism and paternalism. The words for the deaf need to have meaning.
publishDate 2018
dc.date.issued.fl_str_mv 2018-12-07
dc.date.accessioned.fl_str_mv 2019-04-17T19:24:19Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/masterThesis
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dc.identifier.citation.fl_str_mv MAZZACOTTE, Andrea Carolina Bernal. História de vida de uma professora surda e sua prática pedagógica na educação básica. 2018. 161 f. Dissertação (Mestrado em Ensino) - Universidade Estadual do Oeste do Paraná, Foz do Iguaçu, 2018.
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identifier_str_mv MAZZACOTTE, Andrea Carolina Bernal. História de vida de uma professora surda e sua prática pedagógica na educação básica. 2018. 161 f. Dissertação (Mestrado em Ensino) - Universidade Estadual do Oeste do Paraná, Foz do Iguaçu, 2018.
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