O ensino de libras nos cursos de Licenciatura em Química de Universidades Públicas Paulistas: uma análise dos currículos prescritos

• Autor(a) principal: Pereira, Naiara Maia
• Data de Publicação: 2021
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://hdl.handle.net/11449/214123
• topic: Chemistry teaching to deaf students; Inclusive education; Deaf teaching; Ensino de química para surdos; Educação inclusiva; Formação de professores; Ensino de surdos

Current federal legislation envisages the inclusion of disabled students in mainstream schools through the Inclusive Education. In this context, especially in the assisting deaf students, it is imprecise how undergraduate courses include Brazilian Sign Language teaching in their curriculum. There are few studies on the training of Chemistry Teachers for the Inclusive Education of deaf students. In the view of these premises and gaps, this piece of work analyzed the curricular prescriptions of the Undergraduate Chemistry courses in the Public Universities of the State of São Paulo with regard to the inclusion of Libras (Brazilian Sign Language) teaching according to the current legislation. Considering the training of these teachers in a equitable perspective to attend the deaf student as satisfactorily as they are prepared to attend the hearing students. For this, Laurence Bardin's Content Analysis methodology was used from collection to data analysis. This methodology guided the a priori definition of curricula, decrees and laws, and a posteriori of the documents and articles that composed this work. The analyzes also included the categorization of curricula according to their interpretation of the legislation that allowed to identify that all universities contemplate Libras teaching and related to Inclusive Education. We also identified the workload and the theme superficiality, with which the curricula address such a content and the need for changes in the legislation and curricula for implementation of contents that effectively prepare the graduate to perform teaching in an inclusive manner.