A partir da promulgação da Resolução CNE/CEB Nº 2, de fevereiro de 2001, indivíduos surdos obtiveram a oportunidade de ser integrados à escola básica ao receberem acesso aos conteúdos curriculares presentes no Plano Nacional de Educação (PNE). Desde então vem se buscando metodologias que ofereçam uma educação que atenda a esses alunos de forma adequada, alicerçada não somente na linguagem verbal e escrita, mas também na primeira língua do surdo, a Língua Brasileira de Sinais (LIBRAS). Diante do desafio de propiciar o ensino, principalmente em ciências, algumas alternativas foram selecionadas a luz da Pedagogia Visual, que tem como principal alicerce o argumento de que indivíduos surdos apresentam uma capacidade visual muito além daquela possuída pelo indivíduo ouvinte. A primeira alternativa, denominada \"Mapa Conceitual\", se adéqua a Pedagogia Visual por sua estrutura em moldes de diagrama, porém ainda possui uma base muito ligada a linguagem escrita, o que dificulta o aprendizado em alunos que ainda não possuem uma fluência na língua portuguesa, ou seja, ainda não são bilíngues. Outra dificuldade se encontra nos primeiros anos do ensino fundamental, em que alunos surdos ingressantes não apresentam fluência nem mesmo em LIBRAS, mas exibem um sistema particular de sinais apoiados na visão. Esse déficit pode ser contornado pela segunda alternativa, denominada de \"Modelo Qualitativo\" baseado em Raciocínio Qualitativo (RQ). O modelo qualitativo além de apresentar uma base gráfica que atende a pedagogia visual, trabalha com modelos de causalidade, emulando um sistema da forma mais real possível para que o aluno o compreenda. Para a construção do modelo foi usado um simulador denominado de DynaLearn, desenvolvido com o objetivo de integrar o aprendizado do aluno por meio de modelos qualitativos. Para que isso aconteça foram (I) desenvolvidos modelos qualitativos sobre Poluição Humana baseados em RQ, por meio do software DynaLearn, que atendessem aos Parâmetros Curriculares Nacionais (PCN) do 6º Ano do Ensino Fundamental, especificamente em relação ao ensino de ciências. Em seguida (II) o modelo foi aplicado no ensino de Ciências Naturais, em regime de contra turno, para uma turma de alunos surdos proficientes em LIBRAS, porém deficientes em Língua Portuguesa do Ensino Fundamental I, que posteriormente (III) teve seu aprendizado avaliado por meio de questionários e transcrições das aulas. Conclui-se que a aplicação do modelo qualitativo atingiu seus objetivos ao levar os alunos a desenvolverem o raciocínio qualitativo por meio da compreensão das relações causais, da mesma maneira que o software DynaLearn satisfaz os requisitos visualização requeridos pela Pedagogia Visual, destacando alguns pontos que podem melhorar devido ao público-alvo. Também foi observado que a aquisição de conceitos científicos pelos alunos apresenta relação íntima com seus sinais correspondentes. / Since the enactment of Resolution CNE/CEB No. 2, February 2001, deaf individuals had the opportunity to be integrated into the basic school to receive access to curriculum content present in the Plano Nacional de Educação (PNE). Since then has been seeking methodologies that provide an education that attends these students adequately grounded not only in verbal and written language, but also in the first language of the deaf, the Brazilian Sign Language (known as \"Libras\"). Faced with the challenge of providing education, especially in science, some alternatives were selected in view of Visual Education, whose main foundation the argument that deaf people have a visual capacity beyond that possessed by the individual listener. The first alternative, called \"Concept Map\" fits the Visual Pedagogy by your diagram templates structure, however still has a very connected based written language, which hinders learning in students who do not have fluency in Portuguese, that is, they are not bilingual. Another difficulty is in the early years of elementary school, where new deaf students do not have fluency even in \"Libras\", but show a particular system of signs supported in the vision. This deficit can be overcome for the second alternative, called \"Qualitative Model\" based on Qualitative Reasoning (QR). The qualitative model besides presenting a graphical basis that meets the visual pedagogy, works with causal models, emulating a system more real as possible so that the student understands. For the construction of the model was used a simulator called DynaLearn developed with the aim of integrating student learning through qualitative models. To make it happen were (I) developed qualitative models on Human Pollution based in RQ, through the DynaLearn software, which met the National Curriculum Parameters (NCP) of the 6th year of elementary school, specifically in relation to science teaching. Then (II) the model was applied in the teaching of Natural Sciences, in counter-shift system, to a group of proficient deaf students in \"Libras\" but deficient in Portuguese of the elementary school, which later (III) had their learning assessed by through questionnaires and transcripts lessons. It is concluded that the application of qualitative model reached these objectives by bringing students to develop the qualitative reasoning by understanding the causal relationships in the same way that the DynaLearn software meets the requirements of view required by Visual Education, highlighting some points that can improve due to the target audience. It was also noted that the acquisition of scientific concepts by students presents a close relationship with their corresponding signals.

Submitted by admin tede (tede@pucgoias.edu.br) on 2018-08-23T17:46:20Z No. of bitstreams: 1 HILKIA CIBELLE DA CRUZ OLIVEIRA.pdf: 893625 bytes, checksum: 630a74a496bd69e89a5290a4cfbdc919 (MD5) / Made available in DSpace on 2018-08-23T17:46:20Z (GMT). No. of bitstreams: 1 HILKIA CIBELLE DA CRUZ OLIVEIRA.pdf: 893625 bytes, checksum: 630a74a496bd69e89a5290a4cfbdc919 (MD5) Previous issue date: 2018-03-22 / This dissertation makes a historical narrative about the course of the creation of sign language in the world and, later, the appearance of the Brazilian Language of Signs (Libras) – Sings languages in Brazil; deals with the communication barrier that prevents the hearing-impaired from developing fully in the various social environments in which they are situated and of the public policies aimed at the development of educational service for the hearing-impaired as a linguistic minority within the regular educational system in Brazil . The aim of this research is to make a bibliographical description of the discussions related to the education of the hearing-impaired and to defend a higher qualification of bilingualism in relation to the special education and their inclusion in the school. With regard to the techniques and procedures used to prepare this monograph, we used the bibliographic method and exploratory-descriptive research, with a qualitative approach. As a result, it was observed that the oral-discursive methodology adapted in the teaching of the hearing-impaired makes the social and communicational barriers insurmountable as the sign language is of total relevance for the construction of the learning of its natives. / Esta dissertação faz uma narrativa histórica acerca da trajetória da criação da língua de sinais no mundo e, posteriormente, o surgimento da Língua Brasileira de Sinais – Libras no Brasil; trata também da barreira comunicacional que impede os surdos de se desenvolverem plenamente nos vários ambientes sociais em que estão inseridos e das políticas públicas voltadas para o atendimento educacional desses surdos como minoria linguística dentro do sistema regular de ensino brasileiro. O objetivo desta pesquisa é fazer o resgate bibliográfico das discussões relacionadas à educação de surdos e defender a qualificação superior do bilinguismo em relação à educação especial e à inclusão dos surdos na escola. No tocante às técnicas e procedimentos utilizados para a elaboração desta dissertação, recorreu-se ao método bibliográfico e à pesquisa exploratório-descritiva, com abordagem qualitativa. Como resultado, foi observado que a metodologia oral-discursiva adotada no ensino dos surdos torna as barreiras sociais e comunicacionais destes no processo de troca de conhecimento intransponíveis e a Libras é de total relevância para a construção do aprendizado dos seus nativos.

Este estudo aborda o jogo da flutuação das representações e dos discursos em textos cinematográficos e em textos surdos: num primeiro momento, investigo como a alteridade surda é narrada/produzida/inventada/incluída e excluída em filmes que focalizam a surdez e os/as surdos/as e, num segundo, analiso como ocorrem as interpelações dos filmes em um grupo de sujeitos surdos universitários. O alicerce teórico e as ferramentas metodológicas estão nos Estudos Culturais e no pensamento de Michel Foucault, a partir dos quais utilizo os entendimentos de discurso, representação, cultura, pedagogia cultural, interpelação, produção de significados, entre outros. A perspectiva analítica dos Estudos Culturais toma a cultura e os artefatos culturais como práticas de significação, não fazendo distinção entre alta-cultura e baixa-cultura. Michel Foucault oferece ferramentas teóricas e metodológicas com as quais podemos analisar o discurso como prática. O resultado das análises dos textos cinematográficos é apresentado através de um conjunto de lições, as quais foram organizadas pela recorrência das representações e dos discursos que compõem os filmes. Não se trata de verificar o que está “por trás” do que é dito, nem tampouco proceder a uma análise “comparativa”, supondo-se que poderiam existir melhores ou piores formas de se narrar a surdez e os/as surdos/as. Interessa, isto sim, entender como a surdez e os/as surdos/as são narrados/descritos/controlados/normalizados/excluídos ou incluídos pelas narrativas ouvintes sobre a alteridade surda, bem como colocar sob suspeita os saberes que aprisionam os sujeitos surdos em posições, territórios e significados que justificam o controle, regulação e governo de seus corpos. Os textos surdos, por sua vez, foram analisados a partir daquilo que os/as surdos/as universitários/as dizem quando são interpelados pelos filmes que assistimos durante nossos encontros. Inverter epistemologicamente a ordem de quem fala, entendendo como ocorrem as negociações e os jogos de poder, como se legitimam certas perspectivas e se excluem outras, pode ser um caminho para entendermos a complexidade que se apresenta quando falamos pelo outro, quando o narramos e o inventamos a partir das marcas da normalidade. / This study comprehends the fluctuation of discourses and representations in cinematographic texts and in deaf texts. Firstly I examine how the deaf otherness is narrated/produced/invented/left out and included in movies which focus on deafness and deaf people. Secondly I analyse how the film questionings happen in a group of university deaf students. The theoretical basis and the methodological tools are in Cultural Studies, mainly in British Cultural Studies and in Michel Foucault’s thought. From those sources I use discourse understandings, representation, culture, cultural pedagogy, questioning, meaning production and power, between other issues. The analytical perspective in Cultural Studies considers culture and cultural tools as practices of meaning, not making any difference between high culture and low culture. Michel Foucault offers theoretical and methodological tools in which we can analyse the discourse as practice. The result of cinematographic text analysis is presented through a set of “lessons” that were organised by the reiterate representations and discourses that make up the films. It is not about examining what is behind what is said, not even having a “comparative” analysis, saying that it might have better or worse euphemisms to narrate deafness and deaf people as well. It is important to be suspicious of the range of learning that takes deaf people prisoners in positions, territories and meanings that justify the control and regulation of their bodies. Deaf texts, in turn, were analysed from what university deaf students said when questioned about the movies we saw in our meetings. Epistemologically reversing the order of speakers, understanding how negotiations and power games occur, also how some perspectives take place and others are excluded might be a way to understand the complexity that exists when we speak in other people’s place, when we narrate them and when we make them up from the normality signs.

Made available in DSpace on 2017-07-10T16:38:39Z (GMT). No. of bitstreams: 1 Dissert Rosiene Soares2.pdf: 2119695 bytes, checksum: d2e06a6bd437c8604d603d95ab7640e8 (MD5) Previous issue date: 2016-08-04 / This paper results from a literature and documental review, which is also grounded on field work. It encompasses the deeds of CAS facilities (Training Center for Education Professionals and Care to the Deaf) and the inclusion of death children in the city of Cascavel (PR). Main objectives: writing about the History of Deaf Education in the world and in Brazil; showing the educational proposals that guided education and the process of deaf inclusion; reporting on the Public Policies for Inclusion; reporting on the work CAS facilities in Brazil have developed for deaf inclusion; and describing the deeds of the CAS facility in Cascavel in the matter of teaching deaf children enrolled at public schools. The reason for this paper is the lack of material regarding the work of CAS facilities, as well as the need for theoretical orientation for the development of educational experience at schools where the deaf have been included. Some of the outcomes of our research show, on the one hand, the importance of the inclusion work developed by CAS facilities and, on the other, the lack of financial resources for CAS facilities. Such facilities have offered support for inclusion throughout the nation, by means of graduate school courses, orientation to teaching institutions, and pedagogical support to the deaf. The CAS facility in Cascavel offers sign language courses for newly graduates, helps deaf students out, and counsels public schools. However, by means of queries posed to teachers in charge of the bilingual pedagogical support, it was perceived the need to resize the works of the facilities, in order to meet the need of teachers, who called out for more specific courses. They were unanimous in claiming the importance of having learned sign language for their teaching, but they also said that sign language is a language per se, not a teaching methodology, which points out to a gap in their education. In this sense, this essay understands based on the queries and on observations carried out at CAS facilities that more courses should be oriented to the teaching of deaf children, to the studies on adequate teaching methodologies, to playful stimulation and to technology as a pedagogical support in the teaching of deaf children. Keywords: CAS fac / A presente dissertação resulta de investigação bibliográfica, documental e de campo a respeito da atuação dos Centros de Capacitação dos Profissionais da Educação e Atendimento às Pessoas com Surdez (CAS), e em especial, na inclusão de crianças surdas no município de Cascavel-PR, e teve como objetivos: escrever sobre a história da Educação de Surdos no mundo e no Brasil; apresentar as propostas educacionais que nortearam a educação e o processo de inclusão dos surdos; relatar as Políticas Públicas de Inclusão; relatar o trabalho que os CAS do Brasil desenvolvem para a inclusão de surdos; e descrever atuação do CAS/Cascavel no processo de ensino e aprendizagem das crianças surdas incluídas na Rede Pública Municipal de ensino de Cascavel-PR. Essa pesquisa se justificou ante a carência de materiais a respeito do trabalho dos CAS, bem como pela necessidade de orientação teórica para o desenvolvimento da sua prática educacional e nas escolas onde há inclusão de crianças surdas. Como resultados da pesquisa verificou-se a importância do trabalho dos CAS para inclusão de surdos e a falta de investimento no trabalho desses Centros, que tem ofertado suporte à inclusão de surdos em todos os estados do Brasil, por meio de formações continuadas, orientações às instituições de ensino e suporte pedagógico aos surdos. Com relação ao CAS/Cascavel este oferece cursos de Libras como formação continuada, atende alunos surdos e orienta escolas municipais de Cascavel. Contudo, por meio das entrevistas aplicadas aos professores regentes e de apoio pedagógico bilíngues percebeu-se a necessidade de redimensionar o trabalho deste Centro, a fim de atender a necessidade dos professores que reivindicaram nas entrevistas formações mais específicas. Todos ressaltaram que suas formações em Libras são de suma importância para o trabalho com alunos surdos, porém, que Libras é uma língua e não uma metodologia de ensino, havendo aqui uma lacuna na formação. Neste sentido, este trabalho compreende com base nas entrevistas e observações realizadas no CAS, que as formações a serem realizadas devem estar voltadas à formação de professores para atuar no ensino de crianças surdas, nos estudos sobre metodologias de ensino para essas crianças, na estimulação infantil e em tecnologias como suporte pedagógico no ensino de crianças surdas.

Submitted by Mariana Dornelles Vargas (marianadv) on 2015-05-04T12:32:52Z No. of bitstreams: 1 educacao_surdos.pdf: 890477 bytes, checksum: d2e71975553c9c6fd186e9626e5e90fb (MD5) / Made available in DSpace on 2015-05-04T12:32:52Z (GMT). No. of bitstreams: 1 educacao_surdos.pdf: 890477 bytes, checksum: d2e71975553c9c6fd186e9626e5e90fb (MD5) Previous issue date: 2011-02-25 / CNPQ – Conselho Nacional de Desenvolvimento Científico e Tecnológico / A pesquisa tem como objetivo analisar os saberes/conhecimentos sobre os surdos que circularam e circulam nos currículos dos cursos de formação de professores para trabalhar com surdos no Estado do Rio Grande do Sul, no período entre 1984 a 2004. O material de pesquisa analisado é composto por dois currículos de cursos de graduação e três currículos de cursos de capacitação. A pesquisa insere-se no campo dos Estudos Pós-Estruturalistas e dos Estudos Surdos. As ferramentas analíticas de norma e normação/normalização, pensadas a partir das teorizações dos Estudos Foucaultianos, possibilitaram identificar conhecimentos clínico-terapêuticos e culturais atuando nos currículos de formação. O exercício analítico sobre o material de pesquisa mostrou que: 1) o olhar dos professores, mesmo daqueles que dizem estar preparados para trabalhar com surdos, ainda está alicerçado na necessidade de comparação entre surdos e ouvintes; 2) a forte presença do ouvinte nos currículos de formação fez com que os surdos, ao falarem de si, tivessem sempre como referência o ouvinte; 3) os discursos instituídos pelas práticas da Educação Especial colocam em funcionamento estratégias que visam à normalização dos surdos; 4) deslocamentos estão ocorrendo frente à inserção de saberes que problematizam a surdez cultural, tendo como base autores que abordam a cultura surda num viés antropológico-cultural; 5) mesmo que nos currículos de formação apareçam outras formas de olhar para os surdos, produzidas a partir de práticas discursivas que visam a dizer de um surdo cultural, de língua e identidade próprias, constituídas a partir de sua diferença, os surdos continuam capturados dentro da Educação Especial e na oposição binária entre surdos e ouvintes, derivada dos processos de normalização típicas da Modernidade. / This research aimed at analyzing knowledges about the deaf that were spread in curricula of courses offered from 1984 to 2004 to teachers that work with deaf students in Rio Grande do Sul. The material analyzed was composed of two curricula of under-graduation courses and three of habilitation courses. The research was grounded on both post-structuralist studies and Deaf Studies. The analytical tools used - norm and normalization -, thought from the theorizations of Foucauldian Studies, allowed for the identification of both clinical-therapeutic and cultural knowledges acting in the teacher education curricula. The analysis showed that: 1) teachers' positioning, even of those who claimed to be prepared to work with the deaf, is still grounded on the necessity of comparison between deaf and hearing people; 2) the strong presence of hearing people in the teachers' education curricula has led the deaf to have hearing people as a reference when they talk about themselves; 3) discourses instituted by Special Education practices trigger strategies that aim at normalizing the deaf; 4) displacements caused by the insertion of knowledges that problematize the cultural deafness have been based on authors that have approached the deaf culture from an anthropological-cultural perspective; 5) the deaf are still captured by Special Education as well as by the binary opposition between deaf and hearing people which is derived from the processes of normalization that are typical of Modernity, despite the emergence of other forms of regarding the deaf in the curricula, which were produced from discursive practices aiming at talking about the cultural deaf, i.e. those who have their own language and identity constituted from their difference.

This study, which utilized a mixed methods approach, is the first research study in Ukraine which explored the experiences of parents raising deaf or hard of hearing children. The outcome of the study includes a documented analysis and synthesis of the perceptions held by Ukrainian-hearing parents raising young deaf or hard of hearing children regarding the emotional and communicational impact of the diagnosis on their family functioning, their perceptions of existing services and/or programs, and their perceptions of the relationships with professionals. Three hundred and twenty-five families whose young children were enrolled in grade 0/1 in 48 residential schools for children with hearing loss across the country were sampled in a survey of the study and 17 families from among this number volunteered for follow-up interviews. The emotional impact of the diagnosis on the parents and other family members as well as such factors as communication mode, availability and accessibility of professional services, access to information on deafness, and educational choices were explored along with demographic and other characteristics. Parental thoughts and views in this study were consistent with international perspectives of parents that are documented in the literature: the need for informational support, guidelines and communication options for families were seen to be key factors. The responses of the participants of this study confirmed that greater access to educational options, support for overcoming stress and improving emotional well-being, as well as support for families in establishing healthy family interactions and empowering parents were among their most important requirements. Additionally, the findings of this study, stress the importance of focusing on family resources and family appraisal as key factors in the hearing family adaptation process to having children who are deaf or hard of hearing. / Special Education

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published_or_final_version / Education / Master / Master of Education

No description available.

The author argues that religion has provided the deaf community with a powerful language to convey their authority in struggles to preserve sign language. Employing religious rhetoric, the American deaf community historically overcame the oppression of a dominant hearing community that suppressed the use of sign language. Grounding his arguments for educating deaf Americans in his Protestant theology, the Reverend Thomas Gallaudet garnered support for the school by appealing to the Christian convictions of the citizens of Hartford - intertwining Protestantism with the emerging American deaf community. By exploring the school, sanctuary, and social activism of the American deaf community, the author provides evidence of deaf community rhetoric that includes religious themes and biblical references. For example, in the latter half of the nineteenth century, arguments for methods of how to teach deaf students divided on ideological grounds. Manualists who supported the use of sign language often grounded their arguments in Protestant theology, while oralists who were influenced by Charles Darwin’s The Origin of Species grounded arguments in evolutionary thinking. The influence of biblical teachings was evident in the schools for the deaf. The chapel services perpetuated the use of sign language even in times when sign language was under attack. From these chapel services came a social purpose for the church sanctuary in the lives of deaf Americans in late nineteenth- and early twentieth-century America. The sanctuary also provided the deaf community with a political platform advocating sign language use. The social activism of the deaf community has taken on many forms. In the early twentieth century, the National Association of the Deaf president, George Veditz, used film to capture his fiery Preservation of the Sign Language, which is filled with religious rhetoric advocating the deaf community’s use of sign language. More recently, Deaf West Theatre’ production of Big River is an example of how artful expression is used to support the values of the deaf community. This dissertation concludes with the suggestion that technology has replaced many of the functions of religion in the lives of deaf Americans and the author encourages further research in specific areas.