A inclusão do sujeito surdo no ensino regular do ponto de vista de alunos surdos, familiares, professores e intérpretes

Detalhes bibliográficos
Autor(a) principal: Eyng, Daline Backes
Data de Publicação: 2012
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações do UTP
Texto Completo: http://tede.utp.br:8080/jspui/handle/tede/1493
Resumo: The aim of this research was to present deaf people including practice on regular education at Medianeira/PR, exposing deaf students, families, teachers and interpreters opinions and suggestions to the improvement of this process. The reader has the understanding opportunity of deaf subject process language acquisition, language development on deafness context, besides the sign language contribution on education context, where the deaf subject was enrolled, forwarding to bilingual education. For that, questionnaires were applied to the four groups of research subjects to evaluate the educational inclusion process. The results showed inconsistencies between the deaf student inclusion proposed and the practice carried out on the schools that participated of research. Although the subjects considered the inclusion process successfully, they pointed out some fails. Moreover, suggestions for deaf people educational inclusion improvement were listed like as using a differente methodology, signal language insertion on teacher`s trainee program, deaf subject acceptance improvement by scholar community, specialized education care for deaf students, and also frequent educational performance evaluation. The research showed that on teachers and interpreters perception, adjustments on inclusive educational process are needed, but for the deaf student family, the inclusion process is happening. So that, just enrolled the deaf student on regular schools does not ensure the knowledge appropriate. On this way, several modifications are needed on Brazilian education system, as improve the visual methodologies use, curriculum adaptations and public policies to inclusion proposal was achieved. This work demonstrated that all of research subjects (teachers, interpreters, families and deaf students) have responsibilities on school reorganization, to make the inclusion process possible.
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spelling Guarinello, Ana CristinaMassi, GiselleMoreira, Laura Cerettahttp://lattes.cnpq.br/3144083804935512Eyng, Daline Backes2018-07-31T17:12:57Z2012-02-03Eyng, Daline Backes. A inclusão do sujeito surdo no ensino regular do ponto de vista de alunos surdos, familiares, professores e intérpretes. 2012. 127 f. Dissertação( Mestrado em Distúrbios da Comunicação) - Universidade Tuiuti do Paraná, Curitiba, 2012.http://tede.utp.br:8080/jspui/handle/tede/1493The aim of this research was to present deaf people including practice on regular education at Medianeira/PR, exposing deaf students, families, teachers and interpreters opinions and suggestions to the improvement of this process. The reader has the understanding opportunity of deaf subject process language acquisition, language development on deafness context, besides the sign language contribution on education context, where the deaf subject was enrolled, forwarding to bilingual education. For that, questionnaires were applied to the four groups of research subjects to evaluate the educational inclusion process. The results showed inconsistencies between the deaf student inclusion proposed and the practice carried out on the schools that participated of research. Although the subjects considered the inclusion process successfully, they pointed out some fails. Moreover, suggestions for deaf people educational inclusion improvement were listed like as using a differente methodology, signal language insertion on teacher`s trainee program, deaf subject acceptance improvement by scholar community, specialized education care for deaf students, and also frequent educational performance evaluation. The research showed that on teachers and interpreters perception, adjustments on inclusive educational process are needed, but for the deaf student family, the inclusion process is happening. So that, just enrolled the deaf student on regular schools does not ensure the knowledge appropriate. On this way, several modifications are needed on Brazilian education system, as improve the visual methodologies use, curriculum adaptations and public policies to inclusion proposal was achieved. This work demonstrated that all of research subjects (teachers, interpreters, families and deaf students) have responsibilities on school reorganization, to make the inclusion process possible.O objetivo dessa pesquisa foi apresentar a prática de inclusão de surdos, matriculados no ensino regular do município de Medianeira/Pr, sob a percepção de professores, intérpretes, familiares e alunos surdos, além de apontar sugestões desses grupos para a melhoria desse processo. Com a proposta de oportunizar ao leitor a compreensão do processo de apropriação da linguagem no sujeito surdo, este estudo descreve o desenvolvimento da linguagem no contexto da surdez, além da contribuição da língua de sinais no contexto educacional a que o surdo está matriculado, preconizando a adoção de uma educação bilíngue. Para atender o objetivo proposto, foram aplicados questionários aos quatro grupos de sujeitos, a fim de verificar como se processa a prática de inclusão desses alunos no ensino regular. Os resultados da pesquisa demonstraram contradições entre a proposta de inclusão escolar de surdos e a prática realizada nas escolas, onde a pesquisa foi realizada. Os sujeitos apresentaram percepções que consideram a inclusão efetiva, porém apontaram, no decorrer do questionário, falhas nesse processo. Além disso, foram elencadas também sugestões para a melhoria na inclusão educacional de surdos, sob a perspectiva dos sujeitos, sendo as principais: uso de metodologia diferenciada; inserção da Libras no currículo de formação de docentes; maior aceitação do surdo pela comunidade escolar; atendimento educacional especializado para o aluno surdo; e, avaliação constante da apropriação de conteúdos por esses alunos. A pesquisa demonstrou que professores e intérpretes tem a percepção de que são necessários ajustes no processo educacional inclusivo, porém para os familiares e alunos surdos, a inclusão está acontecendo. Receber e matricular surdos no ensino regular não contempla a necessidade de apropriação do conhecimento desses alunos. Para que isso ocorra, são necessárias várias modificações no sistema educacional brasileiro, como metodologias apropriadas para a realidade visual do aluno surdo, adaptações curriculares e a adoção de Políticas Públicas que atendam as diretrizes da proposta inclusiva. Dessa forma, apesquisa demonstrou a importância da participação de todos os sujeitos (professores, intérpretes, familiares e alunos surdos) na reorganização da escola na perspectiva da educação inclusiva, cabendo a cada um, uma parcela de responsabilidade nesse processo educacional.Submitted by Divanete Paiva (divanete.paiva@utp.br) on 2018-07-31T17:12:57Z No. of bitstreams: 1 A INCLUSAO DO SUJEITO.pdf: 1021702 bytes, checksum: 611287e5e2362b4d8945ef5449c89fb5 (MD5)Made available in DSpace on 2018-07-31T17:12:57Z (GMT). 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dc.title.por.fl_str_mv A inclusão do sujeito surdo no ensino regular do ponto de vista de alunos surdos, familiares, professores e intérpretes
title A inclusão do sujeito surdo no ensino regular do ponto de vista de alunos surdos, familiares, professores e intérpretes
spellingShingle A inclusão do sujeito surdo no ensino regular do ponto de vista de alunos surdos, familiares, professores e intérpretes
Eyng, Daline Backes
Linguagem
Inclusão
Surdez
Escola
Libras
Language
Inclusion
Deafness
School
Signal language
CIENCIAS DA SAUDE::FONOAUDIOLOGIA
title_short A inclusão do sujeito surdo no ensino regular do ponto de vista de alunos surdos, familiares, professores e intérpretes
title_full A inclusão do sujeito surdo no ensino regular do ponto de vista de alunos surdos, familiares, professores e intérpretes
title_fullStr A inclusão do sujeito surdo no ensino regular do ponto de vista de alunos surdos, familiares, professores e intérpretes
title_full_unstemmed A inclusão do sujeito surdo no ensino regular do ponto de vista de alunos surdos, familiares, professores e intérpretes
title_sort A inclusão do sujeito surdo no ensino regular do ponto de vista de alunos surdos, familiares, professores e intérpretes
author Eyng, Daline Backes
author_facet Eyng, Daline Backes
author_role author
dc.contributor.advisor1.fl_str_mv Guarinello, Ana Cristina
dc.contributor.referee1.fl_str_mv Massi, Giselle
dc.contributor.referee2.fl_str_mv Moreira, Laura Ceretta
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/3144083804935512
dc.contributor.author.fl_str_mv Eyng, Daline Backes
contributor_str_mv Guarinello, Ana Cristina
Massi, Giselle
Moreira, Laura Ceretta
dc.subject.por.fl_str_mv Linguagem
Inclusão
Surdez
Escola
Libras
topic Linguagem
Inclusão
Surdez
Escola
Libras
Language
Inclusion
Deafness
School
Signal language
CIENCIAS DA SAUDE::FONOAUDIOLOGIA
dc.subject.eng.fl_str_mv Language
Inclusion
Deafness
School
Signal language
dc.subject.cnpq.fl_str_mv CIENCIAS DA SAUDE::FONOAUDIOLOGIA
dc.description.abstract.eng.fl_txt_mv The aim of this research was to present deaf people including practice on regular education at Medianeira/PR, exposing deaf students, families, teachers and interpreters opinions and suggestions to the improvement of this process. The reader has the understanding opportunity of deaf subject process language acquisition, language development on deafness context, besides the sign language contribution on education context, where the deaf subject was enrolled, forwarding to bilingual education. For that, questionnaires were applied to the four groups of research subjects to evaluate the educational inclusion process. The results showed inconsistencies between the deaf student inclusion proposed and the practice carried out on the schools that participated of research. Although the subjects considered the inclusion process successfully, they pointed out some fails. Moreover, suggestions for deaf people educational inclusion improvement were listed like as using a differente methodology, signal language insertion on teacher`s trainee program, deaf subject acceptance improvement by scholar community, specialized education care for deaf students, and also frequent educational performance evaluation. The research showed that on teachers and interpreters perception, adjustments on inclusive educational process are needed, but for the deaf student family, the inclusion process is happening. So that, just enrolled the deaf student on regular schools does not ensure the knowledge appropriate. On this way, several modifications are needed on Brazilian education system, as improve the visual methodologies use, curriculum adaptations and public policies to inclusion proposal was achieved. This work demonstrated that all of research subjects (teachers, interpreters, families and deaf students) have responsibilities on school reorganization, to make the inclusion process possible.
dc.description.abstract.por.fl_txt_mv O objetivo dessa pesquisa foi apresentar a prática de inclusão de surdos, matriculados no ensino regular do município de Medianeira/Pr, sob a percepção de professores, intérpretes, familiares e alunos surdos, além de apontar sugestões desses grupos para a melhoria desse processo. Com a proposta de oportunizar ao leitor a compreensão do processo de apropriação da linguagem no sujeito surdo, este estudo descreve o desenvolvimento da linguagem no contexto da surdez, além da contribuição da língua de sinais no contexto educacional a que o surdo está matriculado, preconizando a adoção de uma educação bilíngue. Para atender o objetivo proposto, foram aplicados questionários aos quatro grupos de sujeitos, a fim de verificar como se processa a prática de inclusão desses alunos no ensino regular. Os resultados da pesquisa demonstraram contradições entre a proposta de inclusão escolar de surdos e a prática realizada nas escolas, onde a pesquisa foi realizada. Os sujeitos apresentaram percepções que consideram a inclusão efetiva, porém apontaram, no decorrer do questionário, falhas nesse processo. Além disso, foram elencadas também sugestões para a melhoria na inclusão educacional de surdos, sob a perspectiva dos sujeitos, sendo as principais: uso de metodologia diferenciada; inserção da Libras no currículo de formação de docentes; maior aceitação do surdo pela comunidade escolar; atendimento educacional especializado para o aluno surdo; e, avaliação constante da apropriação de conteúdos por esses alunos. A pesquisa demonstrou que professores e intérpretes tem a percepção de que são necessários ajustes no processo educacional inclusivo, porém para os familiares e alunos surdos, a inclusão está acontecendo. Receber e matricular surdos no ensino regular não contempla a necessidade de apropriação do conhecimento desses alunos. Para que isso ocorra, são necessárias várias modificações no sistema educacional brasileiro, como metodologias apropriadas para a realidade visual do aluno surdo, adaptações curriculares e a adoção de Políticas Públicas que atendam as diretrizes da proposta inclusiva. Dessa forma, apesquisa demonstrou a importância da participação de todos os sujeitos (professores, intérpretes, familiares e alunos surdos) na reorganização da escola na perspectiva da educação inclusiva, cabendo a cada um, uma parcela de responsabilidade nesse processo educacional.
description The aim of this research was to present deaf people including practice on regular education at Medianeira/PR, exposing deaf students, families, teachers and interpreters opinions and suggestions to the improvement of this process. The reader has the understanding opportunity of deaf subject process language acquisition, language development on deafness context, besides the sign language contribution on education context, where the deaf subject was enrolled, forwarding to bilingual education. For that, questionnaires were applied to the four groups of research subjects to evaluate the educational inclusion process. The results showed inconsistencies between the deaf student inclusion proposed and the practice carried out on the schools that participated of research. Although the subjects considered the inclusion process successfully, they pointed out some fails. Moreover, suggestions for deaf people educational inclusion improvement were listed like as using a differente methodology, signal language insertion on teacher`s trainee program, deaf subject acceptance improvement by scholar community, specialized education care for deaf students, and also frequent educational performance evaluation. The research showed that on teachers and interpreters perception, adjustments on inclusive educational process are needed, but for the deaf student family, the inclusion process is happening. So that, just enrolled the deaf student on regular schools does not ensure the knowledge appropriate. On this way, several modifications are needed on Brazilian education system, as improve the visual methodologies use, curriculum adaptations and public policies to inclusion proposal was achieved. This work demonstrated that all of research subjects (teachers, interpreters, families and deaf students) have responsibilities on school reorganization, to make the inclusion process possible.
publishDate 2012
dc.date.issued.fl_str_mv 2012-02-03
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dc.identifier.uri.fl_str_mv http://tede.utp.br:8080/jspui/handle/tede/1493
identifier_str_mv Eyng, Daline Backes. A inclusão do sujeito surdo no ensino regular do ponto de vista de alunos surdos, familiares, professores e intérpretes. 2012. 127 f. Dissertação( Mestrado em Distúrbios da Comunicação) - Universidade Tuiuti do Paraná, Curitiba, 2012.
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dc.publisher.initials.fl_str_mv UTP
dc.publisher.country.fl_str_mv Brasil
dc.publisher.department.fl_str_mv Distúrbios da Comunicação
publisher.none.fl_str_mv Universidade Tuiuti do Parana
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