Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-02-13T18:45:39Z No. of bitstreams: 1 LaralisNunesDeSousaOliveira_DISSERT.pdf: 1493529 bytes, checksum: ec50d6de296d39dceca68a2d394082f0 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-02-13T22:00:24Z (GMT) No. of bitstreams: 1 LaralisNunesDeSousaOliveira_DISSERT.pdf: 1493529 bytes, checksum: ec50d6de296d39dceca68a2d394082f0 (MD5) / Made available in DSpace on 2017-02-13T22:00:24Z (GMT). No. of bitstreams: 1 LaralisNunesDeSousaOliveira_DISSERT.pdf: 1493529 bytes, checksum: ec50d6de296d39dceca68a2d394082f0 (MD5) Previous issue date: 2015-06-30 / No ano de 2010, na cidade de Natal, Rio Grande do Norte, realizou-se a implementa??o de um novo conceito institucional voltado para a educa??o de surdos, materializado nos Complexos Bil?ngues de Refer?ncia para Surdos (CBRS), formados por dez grupos de duas ou tr?s escolas municipais, respons?veis pela Educa??o Infantil e Ensino Fundamental I e II, pass?veis de terem at? 50% de seu alunado constitu?do por alunos surdos. Dada a alcunha ?bil?ngue? do projeto, t?m grande import?ncia para sua realiza??o n?o apenas os profissionais especializados na educa??o de surdos (como instrutores e int?rpretes de Libras), mas os professores de L?ngua Portuguesa dessas institui??es. Nesta pesquisa, o objeto s?o as vozes sobre o ser professor nos Complexos Bil?ngues de Refer?ncia para Surdos de Natal. Situados na ?rea da Lingu?stica Aplicada, temos por objetivo criar inteligibilidade sobre um problema social que tem a linguagem ocupando papel central, qual seja o ser professor nas institui??es em quest?o. O corpus da pesquisa se constitui de onze textos redigidos por esses profissionais sobre sua atua??o nas referidas institui??es. A an?lise que realizamos se constr?i sobre os tr?s t?picos mais recorrentemente encontrados nos relatos, quais sejam a forma??o inicial e continuada, as experi?ncias docentes e as rela??es institucionais que permeiam sua atua??o. Sob uma perspectiva qualitativo-interpretativista, realizamos a leitura e a discuss?o dos dados tomando por base as concep??es de linguagem e sujeito elaboradas pelo C?rculo de Bakhtin; a no??o de diferen?a dos Estudos Culturais; e as discuss?es sobre educa??o de surdos dos Estudos Surdos. Nas falas dos professores, ? poss?vel identificar a fluidez e multiplicidade de vozes que os atravessam. Em suas vozes se revelam as tens?es existentes entre o discurso governamental da inclus?o como perspectiva da Educa??o Especial e a realidade enfrentada pelos docentes. A despeito das diferen?as que os constituem, seus discursos se tocam sobretudo no que diz respeito ?s insuficientes oportunidades de forma??o e ?s prec?rias condi??es de atua??o, que t?m repercuss?es diretas no processo de ensino-aprendizagem do aluno surdo. / In 2010, in the city of Natal, Rio Grande do Norte, it was implemented a new institutional concept aimed at the education of deaf students, materialized in Bilingual Complexes of Reference for the Deaf (CBRS), which are ten groups of two or three municipal schools, responsible for Childhood Education and Elementary School, that may have up to 50% of their student body made up of deaf students. Because of the denomination "bilingual" on the project, not only specialized professionals in deaf education (as instructors and Sign Language interpreters), but the Portuguese teachers in these institutions have great importance for its realization. In this research, the object are the voices about being a teacher in the Bilingual Complexes of Reference for the Deaf in Natal. Situated in the area of Applied Linguistics, we aim to create intelligibility on a social problem that has language occupying central role, which is being a teacher in the institutions concerned. The corpus of the research is constituted of eleven texts written by these professionals about their performance in the Complexe?s institutions. The analysis we do is built on the three topics more recurrently found in the reports, which are the initial and continuous training, teaching experiences and the institutional aspects that permeate their performance. From a qualitative-interpretative perspective, we read and discuss the data building on the concepts of language and subject prepared by the Circle of Bakhtin; the notion of difference of Cultural Studies; and discussions about deaf education of Deaf Studies. In the speeches of teachers, it is possible to identify the fluidity and multiplicity of voices that cross them. Their voices reveal the tensions between the government discourse of inclusion as perspective of Special Education and the reality faced by teachers. Despite of the differences that constitute them, their speeches touch especially with regard to insufficient training opportunities and precarious conditions of work, which have direct impact on the teaching-learning process of deaf students.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-03-28T19:42:06Z No. of bitstreams: 1 JoseEdmilsonFelipeDaSilva_TESE.pdf: 1597484 bytes, checksum: 1bb66c29e8e035a7ab6b98596bf49a54 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-03-29T21:46:43Z (GMT) No. of bitstreams: 1 JoseEdmilsonFelipeDaSilva_TESE.pdf: 1597484 bytes, checksum: 1bb66c29e8e035a7ab6b98596bf49a54 (MD5) / Made available in DSpace on 2017-03-29T21:46:43Z (GMT). No. of bitstreams: 1 JoseEdmilsonFelipeDaSilva_TESE.pdf: 1597484 bytes, checksum: 1bb66c29e8e035a7ab6b98596bf49a54 (MD5) Previous issue date: 2016-07-29 / Esta pesquisa de abordagem qualitativa tem por objeto de estudo as pr?ticas e narrativas no curr?culo de uma escola municipal decorrente da implementa??o de pol?ticas p?blicas de inclus?o no campo educacional natalense por meio dos CBRS ? Complexos Bilingues de Refer?ncias para Surdos. Com fundamento na abordagem s?cio-hist?rica (FREITAS, 2003); e aporte em Bakhtin (1995), Vygotsky (1998) e nos Estudos Culturais (JOHNSON, 1999; MATTELART, NEVEU, 2004) com ?nfase nos Estudos Surdos (DORZIAT, 2009; 2011; SKLIAR, 2011; S?, 2011; 201?; LODI, MELO; FERNANDES, 2012). Como aportes te?ricos tamb?m foram importantes as contribui??es sobre o Curr?culo Escolar (SILVA, 1995), Educa??o de Surdos (LOPES, 2007; 2013) e Comunidade e Cultura Surda (S?NCHEZ, 1990; LANE, 1997; SACKS, 2010). A pesquisa foi realizada entre o segundo semestre de 2014 e o primeiro semestre de 2015, em um dos CBRS da rede municipal de ensino de Natal/RN, tendo como objetivo geral a an?lise do curr?culo da E. M. Luiz Maranh?o por meio das a??es e enunciados de parte de seus profissionais envolvidos com a educa??o de alunos surdos e como objetivos espec?ficos identificar a concep??o de sujeito surdo na proposta dos Complexos e a finalidade da educa??o desses sujeitos nesses espa?os. Como instrumentos, foram utilizados o roteiro de entrevista e os question?rios e como procedimentos de pesquisas a observa??o participante, as entrevistas coletivas e a an?lise documental. Os dados foram analisados com base na An?lise de Conte?do (RAMPAZZO, 2002; FRANCO, 2005; BARDIN, 2011). A an?lise dos dados fez emergir as contradi??es e os descompassos nas narrativas e nas pr?ticas curriculares. Diante dos dados analisados, conclu?mos que, nos anos iniciais no CBRS de Cidade Nova, Zona Oeste de Natal/RN, os fundamentos e as pr?ticas manifestas v?o de encontro ? proposta de educa??o bil?ngue do Movimento Surdo. A maioria dos colaboradores, como se pode constatar, concebe o sujeito surdo como deficiente e a educa??o bil?ngue como mais um desdobramento da educa??o de pessoas com necessidades especiais. / This qualitative research approach aims to study both practices and narratives in the curriculum of a municipal public school by the implementation of public inclusion policies in natalense educational field through Bilinguals References Complexes for Deaf people ? Complexos Bil?ngues de Refer?ncia para Surdos (CBRS). It was Based on social ? historical methodological (FREITAS, 2003), and supported in Bakhtin (1995), Vygotsky (1998) and on social cultural studies (JOHNSON, 1999; MATTELART; NEVEU, 2004) with emphasis on deaf studies (DORZIART, 2009; 2011; SKLIAR, 2011; S?, 2011; 2012; LODI; MELO; FERNANDES, 2012). As theoretical support it was also important the contribution on the school curriculum (SILVA, 1995), deaf people education (LOPES, 2007; 2013) and community and deaf people culture (S?NCHEZ, 1990; LANE, 1997; SACKS, 2010). The research was carried out between the second half of 2014 and the first half of 2015 in one of the CBRS in Municipal educational system from Natal/RN. By aiming this way, the general curriculum analysis of Luiz Maranh?o Municipal School through actions and announced of parts of its professionals involved with deaf students? education and as specific aim to identify the deaf subject conception of proposals from the complexes and goals of education of these subjects in these spaces. For developing this paper. However, it was used tools such as interviews and questionnaires and as a research procedure the participant observation and group interviews. The data analyzed were based on content analysis (RAMPAZZO, 2002; FRANCO, 2005; BARDIN, 2011). The data analysis brought up contradictions and differences on narratives and curricular practices. Before the analyzed data we came into the conclusion that in the first grades of CBRS in Cidade Nova, West Zone of Natal/RN, the fundamentals and demonstrated practices are not in accordance with the proposal of bilingual education of the Deaf movement and Deaf studies. The majority of collaborators see the deaf as a disabled person and bilingual education like one more expansion of people?s education with special needs.