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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.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/22527 |
| Date | 29 July 2016 |
| Creators | Silva, Jos? Edmilson Felipe da |
| Contributors | 15678296434, http://lattes.cnpq.br/1935167361851222, Melo, Ana Dorziat Barbosa de, 37974629487, http://lattes.cnpq.br/3204338503691476, Vieira, Francileide Batista de Almeida, 55113788449, http://lattes.cnpq.br/0771033292637600, Alves, Jefferson Fernandes, 40692345434, http://lattes.cnpq.br/1834832958808690, Ribeiro, Marcia Maria Gurgel, 20050755404, http://lattes.cnpq.br/3426259793325875, Momo, Mariangela, 49709119087, http://lattes.cnpq.br/6061996250283917, Limeira, N?dia Regina, http://lattes.cnpq.br/8473111089898117, 69834318715, Lopes, Denise Maria de Carvalho |
| Publisher | PROGRAMA DE P?S-GRADUA??O EM EDUCA??O, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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