Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-12-04T20:35:33Z No. of bitstreams: 1 GiseleOliveiraDaSilvaPaiva_DISSERT.pdf: 1081229 bytes, checksum: 5740b20a3d0ccd0b94480b8cafa4aec4 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-12-06T21:43:00Z (GMT) No. of bitstreams: 1 GiseleOliveiraDaSilvaPaiva_DISSERT.pdf: 1081229 bytes, checksum: 5740b20a3d0ccd0b94480b8cafa4aec4 (MD5) / Made available in DSpace on 2017-12-06T21:43:00Z (GMT). No. of bitstreams: 1 GiseleOliveiraDaSilvaPaiva_DISSERT.pdf: 1081229 bytes, checksum: 5740b20a3d0ccd0b94480b8cafa4aec4 (MD5) Previous issue date: 2017-05-29 / Este trabalho tem como objetivo conhecer e analisar a opini?o de alunos Surdos sobre o curso de Licenciatura em Letras-Libras/L?ngua Portuguesa como Segunda L?ngua (LLLP) da Universidade Federal do Rio Grande do Norte (UFRN), em rela??o ? forma??o acad?mica. O estudo traz como aporte te?rico os Estudos Culturais e os Estudos Surdos em Educa??o para pensar a inclus?o de Surdos nesse novo cen?rio. Articular as quest?es que envolvem as reflex?es trazidas pelos pr?prios estudantes, bem como a proposta do curso no processo n?o s? inclusivo, mas formativo dos discentes, ? coloc?-los no lugar de protagonistas de sua pr?pria forma??o. Inicialmente, este trabalho perpassa as ra?zes hist?ricas da Educa??o dos Surdos, vislumbrando os Estudos Surdos enquanto marcador epistemol?gico. Para alcance do nosso objetivo, realizamos uma pesquisa qualitativa do tipo explorat?ria. O estudo teve como l?cus o Curso de LLLP da Universidade Federal do Rio Grande do Norte. Participaram dele sete estudantes Surdos, regularmente matriculados, e pertencentes ao 4? e 6? per?odo do curso. Os dados foram coletados a partir de entrevista em L?ngua de Sinais Brasileira e com base na an?lise documental. Para an?lise, foram propostas tr?s grandes categorias: ?Acessibilidade no Curso?, ?Curr?culo? e ?Atua??o docente no Curso de LLLP?. Os resultados, organizados a partir da an?lise do discurso, sinalizaram para a necessidade de uma poss?vel revis?o do Projeto Pedag?gico Curricular (PPC), dado que foi compartilhado com demais docentes do curso que, conjuntamente, t?m refletido sobre como realizar mudan?as nele. Identificarmos algumas necessidades no curso, como reorganiza??o das disciplinas; a cria??o de uma ?rea de ensino de L?ngua Portuguesa para usu?rios de Libras, algo imprescind?vel, mas inexistente no PPC; e o fortalecimento de a??es de extens?o que se tornem regulares na oferta, como os cursos de Libras para ouvintes e de ensino de L?ngua Portuguesa como segunda l?ngua para os Surdos. Por fim, fomentar a articula??o entre os diversos setores da institui??o com o curso de LLLP com vistas a assegurar o acesso, a perman?ncia e egresso com sucesso aos estudantes Surdos, foi uma necessidade identificada pela pesquisa. / This work aims to know and analyze the opinion of Deaf students about the undergraduate degree course in Letters-Brasilian Sign Language (Libras)/Portuguese Language as a Second Language (CLLLP) of the Federal University of Rio Grande do Norte (UFRN), in relation to academic training. The study brings as a theoretical contribution to the Cultural Studies and to the Deaf Studies in Education to think about the inclusion of Deaf people in this new scenario. The research articulates the questions that involve the reflections brought by the Deaf students themselves, as well as the proposal of the course in the process not only inclusive but formative of the students, is to consider them as protagonists of their own formation. Initially, this work runs through the historical roots of the education of the Deaf, glimpsing Deaf Studies as an epistemological marker. Then, to reach our goal, we use a qualitative research of the exploratory type. The research had as locus the LLLP Course of the Federal University of Rio Grande do Norte. Seven deaf students, regularly enrolled in the 4th and 6th semesters of the course, participated in the study. The data were collected from an interview in Brazilian Sign Language and based on documentary analysis. Three categories were proposed for analysis: ?Accessibility in the Course?, ?Curriculum? and ?Teaching Experience in the LLLP Course?. The results, organized from the analysis of the discourse, signaled the need for a possible revision of the Curricular Pedagogical Project (PPC), what was shared with other teachers of the course who, together, have reflected on how to make changes in it. We identify some needs on the course, such as the reorganization of the disciplines, the creation of a Portuguese language teaching for users of Libras area, which is essential but non-existent in the PPC, and the strengthening of extension actions, that must become offered regularly, such as the Libras courses for listeners and Portuguese as a second language course for the Deaf students. Finally, fostering the articulation among the various sectors of the institution with the LLLP course in order to ensure the access, the permanence and successful egress for Deaf students was also a need identified by the research.