Traditionally, the curriculum for deaf learners mainly involved language acquisition. The emphasis on academic subjects, such as science was marginal. In South Africa, the National Curriculum Statements (NCS) was introduced to redress the inequalities of the past education system. This research report is an investigation of science education for deaf learners. The study involved, firstly, exploring the experiences of educators that teach science to deaf learners and secondly, the identification of possible barriers that deaf learners experience in acquiring scientific knowledge, values and skills. Methodologically, this research project is located in the qualitative paradigm. The research participants comprised of five educators that teach science to deaf learners. The research sites were schools that cater for deaf learners, and are located in a province of South Africa. To gather data from the participants, the qualitative tools of interviews, field observations and artifact collection were utilized. Findings from the research indicate that there are intrinsic factors, such as literacy, sign language, cognition and motivation, and extrinsic factors, such as policy implementation, instructional strategies and resources that create barriers for deaf learners in science education. The participants’ suggestions that have emerged are also mentioned. Data obtained from the research provides valuable insight for deaf learners, educators that teach science to deaf learners and educational policy makers. The research report concludes with recommendations that could have implications for further research in the context of science education for deaf learners in South Africa.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research is part of the line of research Training, Knowledge and Professional Development of the Graduate Program, Master of Education of Universidade Federal de Santa Maria. From the wires of theoretical studies that include Vygotsky (1997, 2006, 2007, 2010), Bakhtin (1988, 2003, 2010), Bolzan (2001, 2009, 2010), Leontiev (1984), Tardif (2002); Nóvoa (1991, 1995), Skliar (1995, 1997, 2010), we seek to understand the processes engendered in the constitution of teaching literacy and elements that constitute the process of learning to be a literacy teacher of deaf learners; know the conceptions about the teaching of teachers. To this end, we decided to work with qualitative research approach of socio-cultural end in which Vygotsky (2006, 2007, 1997), Bakhtin (1988, 2003), Freitas (1994, 2002), Connelly and Clandinin (1995) and Bolzan (2001, 2006, 2009) contributed to the process of analysis of the narratives of four literacy teachers of the Public Education State of Santa Maria. We understand the subject as the construction of historical and social interactions, based on Vygotskian and Bakhtinian conceptions of learning. Therefore we use as a tool for data collection, narrative interviews, guided by topical guides, we believe that this tool is favorable to understanding the senses and meanings of teaching in the context of deafness. From the analysis of narratives of literacy teachers, it was possible to identify three categories that indicate aspects of the teacher learning of literacy teachers of deaf learners: the incipient nature of teaching in the context of deafness, the production of teaching in the context of deafness and the consolidation of teaching in the context of deafness. In the path taken during the research, we also identified that the categories explored are linked to pedagogical action which is constituted in the awareness of the requirements of the field of knowledge, the narratives show that as in the teachers were lecturing in the context of deafness, they developed as teachers, changing ways of doing from knowledge built through the practice established in collaboration between the individuals involved in the process. It was possible to understand that the categories are consolidated in the texture of the professorial design with different brands that permeate the mode of action of the teachers, source of reflection and understanding of the demands of teaching in the context of deafness. In this sense, we understand that learning teaching in this specific point takes place in the dialogical context, requires knowledge and action that are different, because of the specifics related to cultural context. We understand that solidarity in teaching is a mark that cuts across the three categories presented, the constituent element of the learning field of knowledge. Deaf teachers and hearing individuals are estimulated each other, constituting the shared pedagogical knowledge as a favorable element to teaching learning process in the context of deafness. / Esta pesquisa insere-se na linha de pesquisa Formação, Saberes e Desenvolvimento Profissional do Programa de Pós-Graduação em Educação da Universidade Federal de Santa Maria. A partir de fios teóricos que contemplam estudos de Vygotski (1997, 2006, 2007, 2010a), Bakhtin (1988, 2003, 2010), Bolzan (2001, 2009, 2010); Leontiev (1984); Tardif (2002); Nóvoa (1991, 1995), Skliar (1995, 1997, 2010), buscamos compreender os processos engendrados na constituição da docência alfabetizadora e os elementos que constituem o processo de aprender a ser professor alfabetizador de aprendizes surdos; e conhecer as concepções acerca da docência desses professores. Para tanto, optamos por trabalhar com a abordagem de pesquisa qualitativa de cunho sociocultural de Vygotski (2006, 2007, 1997); Bakhtin (1988, 2003); Freitas (1994, 2002); Connelly e Clandinin (1995) e Bolzan (2001, 2006, 2009) cujas ideias contribuíram para o processo das análises das narrativas de quatro professoras alfabetizadoras do Sistema Público Estadual de Educação de Santa Maria. Tendo como base as concepções vygotskianas e bakhtinianas de aprendizagem, compreendemos o sujeito como construção das interações históricas e sociais, assim, utilizamos como instrumento para a coleta de dados, entrevistas narrativas, orientadas por tópicos guias, e acreditamos que esse instrumento é favorável para compreendermos os sentidos e significados da docência no contexto da surdez. A partir da análise das narrativas das professoras alfabetizadoras, foi possível evidenciarmos três categorias que assinalam elementos referentes à aprendizagem docente de professores alfabetizadores de aprendizes surdos: a incipiência da docência no contexto da surdez; a produção da docência no contexto da surdez e a consolidação da docência no contexto da surdez. No caminho percorrido durante a pesquisa, identificamos também que as categorias exploradas estão vinculadas à ação pedagógica que se constitui na tomada de consciência sobre as exigências do campo de saber; as narrativas mostram que à medida que as professoras foram exercendo a docência no contexto da surdez, se desenvolveram como professoras, alterando modos de fazer a partir de saberes construídos por meio da prática constituída na colaboração entre os sujeitos envolvidos no processo. Foi possível compreender que as categorias se consolidam na tessitura do desenho professoral com distintas marcas que permeiam o modo de atuação das professoras, fonte de reflexão e entendimento das exigências da docência no contexto da surdez. Nesse sentido, compreendemos que a aprendizagem da docência nessa especificidade se dá no contexto dialógico, demanda saberes e atuação diferenciados devido às especificidades relacionadas ao contexto cultural. Compreendemos que a solidariedade docente é marca que perpassa as três categorias apresentadas, elemento constituinte da aprendizagem do campo de saber. Os professores surdos e ouvintes são estímulos auxiliares uns para os outros, constituindo o conhecimento pedagógico compartilhado como elemento favorável ao processo de aprendizagem docente no contexto da surdez.

Magister Educationis - MEd / The 1994 transition process provided an opportunity for a massive change in South African society in all spheres, including education. In the previous political era, deaf learners and other learners with disabilities were marginalized by the education system. In particular, there were weak mechanisms in place to ensure that these learners were placed in a system which recognized the many challenges of learners with disabilities, such as their disability needs, the training of teachers for deaf learners, acquiring equipment to support deaf learners, reserving special classes for deaf education, and most importantly, integrating all these aspects into the curriculum. Hence, the transition during the 1994 period provided a chance and an opportunity to address these challenges. / 2023

The inclusive paradigm requires that deaf learners are educated in regular schools. In the process of implementing inclusive policies educators often feel that they lack the necessary knowledge and experience to provide effective support for deaf learners. As a result these learners are seldom effectively catered for in regular settings and frequently tend to experience frustration and failure. This research attempted to investigate the nature and manifestations of deafness in primary school learners in order to determine effective strategies to identify and address the diverse needs of deaf learners in the regular schools. A qualitative study was conducted and data was gathered by observations and interviews with three experienced educators. The results of the empirical findings were confirmed with the literature study in order to compile practical guidelines to assist educators to support deaf learners in inclusive education settings in South Africa effectively. / Educational Studies / (M. Ed. (Inclusive Education))

The inclusive paradigm requires that deaf learners are educated in regular schools. In the process of implementing inclusive policies educators often feel that they lack the necessary knowledge and experience to provide effective support for deaf learners. As a result these learners are seldom effectively catered for in regular settings and frequently tend to experience frustration and failure. This research attempted to investigate the nature and manifestations of deafness in primary school learners in order to determine effective strategies to identify and address the diverse needs of deaf learners in the regular schools. A qualitative study was conducted and data was gathered by observations and interviews with three experienced educators. The results of the empirical findings were confirmed with the literature study in order to compile practical guidelines to assist educators to support deaf learners in inclusive education settings in South Africa effectively. / Educational Studies / (M. Ed. (Inclusive Education))

South Africa has recently made a significant move towards support for deaf learners in inclusive education settings. Educators in inclusive classrooms are considered primary resources for the development of the strengths and competencies of these learners. Successful inclusion of deaf learners often depends on the skills of classroom educators. Nevertheless, educators often have little or no knowledge regarding support for deaf learners in inclusive classrooms. The experiences of deaf learners were investigated in order to understand the unique needs of these learners. The aim of the research was to add bottom-up approaches to the range of curriculum adaptations necessary to support deaf high school learners within inclusive education in South Africa. A mixed methods approach was employed, using both quantitative and qualitative approaches in a triangulation research design. The findings that emanated from the quantitative research served to complement the findings from the qualitative study. The results of the empirical study were supported by the literature review to formulate practical guidelines for assisting educators to accommodate the curriculum in order to support deaf learners. These guidelines might enable educators to respond positively to the needs of deaf learners and ensure that their inclusion in the regular school is successful. / Inclusive Education / D. Ed. (Inclusive Education)

Learners who are deaf and who are using the auditory oral approach are currently included in ordinary schools in South Africa. By default, most educators are not adequately trained to include these learners successfully. Transformation and train-ing, specific to the context of inclusive education, is thus undeniable. Therefore, in order to address the development of full-service schools to include learners who are deaf and who are using the auditory oral approach, a literature study on the nature of inclusive education with the focus on full-service schools to include the mentioned learners, took place. A qualitative study was conducted and data was gathered by interviews with six, learners, parents and educators. The findings were corroborated with the literature study with a view to addressing learner and system needs in order to include these learners successfully in a full-service school. Based on the findings, recommendations are made to address the development of full-service schools to include the mentioned learners. / Educational Studies / M. Ed.

South Africa has recently made a significant move towards support for deaf learners in inclusive education settings. Educators in inclusive classrooms are considered primary resources for the development of the strengths and competencies of these learners. Successful inclusion of deaf learners often depends on the skills of classroom educators. Nevertheless, educators often have little or no knowledge regarding support for deaf learners in inclusive classrooms. The experiences of deaf learners were investigated in order to understand the unique needs of these learners. The aim of the research was to add bottom-up approaches to the range of curriculum adaptations necessary to support deaf high school learners within inclusive education in South Africa. A mixed methods approach was employed, using both quantitative and qualitative approaches in a triangulation research design. The findings that emanated from the quantitative research served to complement the findings from the qualitative study. The results of the empirical study were supported by the literature review to formulate practical guidelines for assisting educators to accommodate the curriculum in order to support deaf learners. These guidelines might enable educators to respond positively to the needs of deaf learners and ensure that their inclusion in the regular school is successful. / Inclusive Education / D. Ed. (Inclusive Education)

Submitted by Jurema Lindote Botelho Peixoto (peixotojurema@gmail.com) on 2016-01-05T18:55:53Z No. of bitstreams: 1 Tese_JuremaPeixoto2015. pdf.pdf: 5392760 bytes, checksum: ea5024815f5611d9bee571ea91955bbb (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2016-01-07T15:01:40Z (GMT) No. of bitstreams: 1 Tese_JuremaPeixoto2015. pdf.pdf: 5392760 bytes, checksum: ea5024815f5611d9bee571ea91955bbb (MD5) / Made available in DSpace on 2016-01-07T15:01:40Z (GMT). No. of bitstreams: 1 Tese_JuremaPeixoto2015. pdf.pdf: 5392760 bytes, checksum: ea5024815f5611d9bee571ea91955bbb (MD5) / CAPES / O objetivo desta tese foi compreender de que forma as ações viso-gestual-somáticas em Libras influenciam os esquemas mobilizados por estudantes surdos, durante a resolução de problemas. Optou-se pela Teoria dos Campos Conceituais de Gérard Vergnaud para o planeja-mento das situações e para a análise dos conteúdos contidos nos “esquemas”, conceito concebido por Jean Piaget e retomado por Vergnaud. Utilizaram-se aspectos teóricos relacionados com o potencial comunicativo e cognitivo dos gestos fundamentados em David McNeill e Susan Goldin-Meadow. Esta investigação foi realizada em duas fases: a primeira para conhecer os sujeitos da pesquisa em suas dificuldades, facilidades e interesses pela Matemática. Assim, foram entrevistados 10 estudantes surdos, matriculados no Ensino Médio de duas escolas públicas da cidade de Ilhéus-Bahia, bem como seus profissionais Tradutores Intérpretes da Língua Brasileira de Sinais (Libras) e seus professores de Matemática. Na segunda fase foram selecionados cinco estudantes surdos para desenvolver uma pesquisa qualitativa no design de estudo de caso múltiplo de cunho exploratório, descritivo e interpretativo, fundamentada numa análise microgenética associada à videografia. Apresentou-se em Libras aos estudantes, individualmente, 11 situações-problema que envolviam os significados da divisão: isomorfismo de medidas (8), comparação multiplicativa (2) e combinatória (1). A análise dos registros em vídeo e sua transcrição na forma de diálogos permitiram identificar os conhecimentos mobilizados pelos estudantes nos três registros de ação: Libras, gestos e produções escritas. Os estudantes apresentaram esquemas muito semelhantes, em maior ou menor grau de elaboração, fundamentados no raciocínio aditivo ou numa etapa intermediária entre o raciocínio aditivo e multiplicativo, independente da categoria da situação. Os conceitos-em-ação mobilizados comprovaram a predominância do raciocínio aditivo: adição repetida, subtração sucessiva, agrupamento, valor limite, cardinal de um número, correspondência biunívoca sinal-a-dedo, enumeração. Alguns teoremas-em-ação mobilizados também estavam associados à propriedade de isomorfismo para adição: f(x+x’+x”) = f(x)+f(x’)+f(x”). A diferença na ação desses sujeitos estava na forma de perceber, expressar e comunicar o conhecimento matemático por meio da Libras. Concluiu-se que as ações viso-gestual-somáticas em Libras foram constituindo, moldando e determinando os esquemas matemáticos dos estudantes de forma palpável e dinâmica. A análise evidenciou o quanto os estudantes surdos maximizam a parceria gesto-sinal nos esquemas. Os gestos deixaram o caráter de apenas acompanhante do sinal para fazer parte da organização da atividade, relacionando-se, reciprocamente, com os conceitos e teoremas-em-ação. Os resultados deste estudo apontam um método para avaliar os conhecimentos circunstanciais e em processo de mudança de surdos sinalizadores, ferramenta indispensável para professores e pesquisadores. Sugerem, ainda, que situações de ensino para esses estudantes deve valorizar a realização de gestos em coordenação com a Libras, o que exigirá um professor competente nessa língua, para promover a comunicação matemática significativa no contexto da inclusão. / ABSTRACT This thesis goal was to comprehend in what ways visual-gesture-somatic actions in sign lan-guage influence schemes created by deaf students while solving problems. It was opted for Gérard Vergnaud's Theory of Conceptual Fields to plan situations and analyze the contents in the "schemes", concept which was conceived by Jean Piaget and retaken by Vergnaud. It was used theoretical aspects related to the communicative and cognitive potentials of gestures which were grounded by David McNeill and Susan Goldin-Meadow. This research was achieved into two phases: the first one aimed to know the subjects of this research and their difficulties, easinesses and interests in Mathematics. Thus, 10 deaf high school students from two public schools were interviewed in Ilhéus-Bahia; as well as their Brazilian Sign Language (Libras) Interpreter professionals and their Mathematics teachers. In the second phase, five deaf students were selected to develop a qualitative research in a design of a study of multiple case with an explorative, descriptive and interpretative approaches, which are based on a mi-cro-genetics analysis associated to videography. It was individually presented to the students in Libras: 11 problem-situation that involved meanings of division: isomorphism of measures (8), multiplicative comparison (2) and combinatorial (1). The analysis of the records in video and its transcriptions into dialogues allowed us to identify the knowledge that was gotten by the students in the three records of action: Libras, gestures and writing productions. Students' schemes showed to be very similar to each other, either in a higher or in a lower level of elab-oration, based on summing reasoning or on a intermediate stage between multiplying and summing reasonings, regardless of the category of the situation. Concepts-in-action that were found proved the predominance of summing reasoning: repetitive addition, successive subtraction, grouping, value limit, cardinal number, singing-by-pointing bi-univocal correspond-ence, enumeration. Some mobilized theorems-in-action were also associated to the isomorphism property to addition f(x+x’+x”) = f(x)+f(x’)+f(x”). The difference in the subjects' execution was in the way of realizing, expressing and conveying mathematics knowledge through Libras. We concluded that visual-gestural-somatic actions in Libras were building, adjusting and determining the students' mathematical schemes palpably and dynamically. The analysis evidenced how deaf students maximize gesture-sign partnership in schemes. Gestures left the feature of accompanying signs to be part of the process of organizing the activity, relating reciprocally to the concepts and theorems-in-action. The results of this study shows a method to evaluate circumstantial knowledge in a process of changing signaling deaf individuals, an indispensable tool for professors and researchers. Moreover, it suggests that the situations used to teach these students must value the usage of gestures combined with Libras, what will require a proficient professor in the language to promote the significant mathematics communication in the context of inclusion.

Learners who are deaf and who are using the auditory oral approach are currently included in ordinary schools in South Africa. By default, most educators are not adequately trained to include these learners successfully. Transformation and train-ing, specific to the context of inclusive education, is thus undeniable. Therefore, in order to address the development of full-service schools to include learners who are deaf and who are using the auditory oral approach, a literature study on the nature of inclusive education with the focus on full-service schools to include the mentioned learners, took place. A qualitative study was conducted and data was gathered by interviews with six, learners, parents and educators. The findings were corroborated with the literature study with a view to addressing learner and system needs in order to include these learners successfully in a full-service school. Based on the findings, recommendations are made to address the development of full-service schools to include the mentioned learners. / Educational Studies / M. Ed.