Navegando por Assunto "Surdez"

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Análise comparativa da ansiedade relatada em surdos e ouvintes
(Universidade Federal do Pará, 2012-09-01) COSTA, Edilane Lourenço da; GOUVEIA JR, Amauri; http://lattes.cnpq.br/1417327467050274
The group of deaf people in Brazil is considered significant. Deafness can lead to emotional disorders, among them anxiety. Thus, the aim of this study was to measure anxiety reported among deaf and hearing people, with application of the Visual Analogue Mood Scale (VAMS) standard and adapted to Brazilian sign language. The sample consisted of 62 participants were divided into hearing group (n = 31) and deaf group (n = 31) mean age of 31 (±7.53) and 31 (±7.69) years, respectively, of both sexes, paired for age, sex, income and education level . The application of VAMS were individually and data were analyzed for factors: anxiety, physical sedation, mental sedation, other feelings and the total index scale. The data was preceded by the application of the normality test (Kolmogorov-Smirnov) and equal variance test. For data that obeyed these tests, we used the Student t test to compare the factors of VAMS; between groups, between male and female, within groups and between groups; at different income levels, within the groups and between groups; in different years of study, within groups and between groups. When it was not possible to satisfy the criteria of normality and homogeneity of variance test was used non-parametric Mann-Whitney (U). It was adopted a significance level of p ≤ 0.05. We analyzed the correlation in the variables, income, education level and age with each of the scale factors, in the hearing group and the deaf group. The results showed statistically significant difference between groups in the index of physical sedation, being lower in deaf than in the hearing group. In the analysis between groups, hearing and deaf, distributed by sex, was expressed statistically significant in the factor other feelings, being higher in the deaf, both females and males in relation to the male hearing group. In the variables income and education level were statistically significant differences in the components of VAMS, anxiety, mental sedation and physical sedation, between and within groups. In the correlation analysis, the hearing group, positive correlation was found in the variable income and education level versus physical sedation and positive correlation in the variable age versus anxiety. In the deaf group was a positive correlation in the variable age versus physical sedation. We conclude that the use of scales to assess anxiety is important and valuable for field research, and VAMS adapted to Brazilian sign language was sensitive to evaluate anxiety in deaf, it facilitates the inclusion diagnosis of this specific population, which is sometimes sub diagnosed.
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Análise de mutações no gene GJB2 em indivíduos com deficiência auditiva neurossensorial não sindrômica
(Universidade Federal do Pará, 2012-11) PAULA, Danilo Monteiro de; SILVA FILHO, Manoel da; http://lattes.cnpq.br/2032152778116209
Deafness is the most frequent sensorial defect in human beings and it may have different causes since environmental to hereditary. In developed countries the estimates suggest that in each 1000 births some kind of deafness is expressed and more than 60% of the cases have a genetic origin. In Brazil, the hereditary deafness is not well-known. It is believed that four in each thousand newborns express some kind of hearing defect and that the frequency of deafness caused by genetic factors is estimated in 16%, while the 84% remaining cases are caused by environmental factors and have an unknown etiology. The many forms of hereditary deafness already identified are very rare, except for the one which is caused by mutations in the GJB2 gene which codifies the connexin 26. The connexins represent a class of a protein family which is responsible for the formation of communications channels between adjacent cells (Gap Junctions), this communication is fundamental for the growth and differentiation of the tissues. Until now there have been described 102 mutations of GJB2 gene which are associated to the hereditary deafness. Three mutations stand out because they have high frequency in specific population groups: 35delG among Europeans and Brazilians, 167delT among Ashkenazi Jews, and 235delG among Asians. In this study, we performed a molecular analysis of the entire coding sequence of the GJB2 gene (Connexin 26) in a population sample consisted of 30 unrelated individuals with prelingual nonsyndromic sporadic deafness from the population of Belém do Pará. DNA was obtained by peripheral blood samples and analyzed by the conventional PCR followed by automatic sequencing. Mutations in the Connexin 26 gene were found in 20% of the sample (6/30). The mutations 35delG and R143W were observed in one patient (1/30), both in the heterozygous and related to the patient’s deafness. Two additional mutations were observed in different individuals: G160S in a patient corresponding to 3.3% (1/30), and V27I was observed in 4 patients with allele frequency of 0.08; however mutations G160S and V27I are not related deafness. In this work the observed frequencies of mutations are equivalent to the frequencies observed in other populations previously studied. These results indicate that mutations in the GJB2 gene are important causes of deafness in our region and it cannot be excluded that the possibility of deafness presented by some individuals may be caused, mainly, by environmental factors such as infectious processes occurring during pregnancy or the first months of life.
Acesso aberto (Open Access)
Avaliação da compreensão escrita de alunos surdos do ensino fundamental maior
(Universidade Federal do Pará, 2012-09-26) CARVALHO, Márcia Monteiro; CUNHA, Myriam Crestian Chaves da; http://lattes.cnpq.br/0057919162522146
Acesso aberto (Open Access)
A comunicação em Matemática na sala de aula: obstáculos de natureza metodológica na educação de alunos surdos
(Universidade Federal do Pará, 2011-04-01) NEVES, Maria Janete Bastos das; SILVA, Francisco Hermes Santos da; http://lattes.cnpq.br/3912906225739008
The fundamental premise of this research is to analyze teaching situations in mathematics with the content of multiplicative problems classified based on Huete and Bravo (2006) through the practice of teachers (both deaf and hearing) with deaf students, searching for indicatives of methodological obstacles that may be present in the process of mathematical communication in teaching situations involving these subjects. As a guiding for the research, we used a theoretical reference that supports the teaching-learning process for deaf children with specific emphasis on the teaching of mathematics which has “LIBRAS” (Brazilian Sign Language) as its the vehicle driving force, we tried to raise some reflections about what conditions must sustain teaching. The research is an exploratory descriptive and was conducted in a Specialized Unit in deaf education. The records were made by filming. Data were analyzed from the perspective of the didactic and pedagogic elements present in the moves of its subjects and that contributed to the obstacles or to the success of the teaching-learning process of content involved. From our analysis, we concluded that the teaching of mathematics to deaf ones requires some skills from the professional involved, namely: a broad mastery of “LIBRAS”, Mathematics, Portuguese and specific teaching strategies.
Acesso aberto (Open Access)
Efeito do ensino de discriminação condicional de sentenças sobre a emergência de relações sintáticas para deficientes auditivos.
(Universidade Federal do Pará, 2015-08-31) SANTOS, Rafael Ernesto Arruda; ASSIS, Grauben José Alves de; http://lattes.cnpq.br/0722706223558223
The growing contingent of deaf people in human society has a fundamental basic reading academic behavior in social inclusion policies. The proposed study seeks to observe the teaching of conditional discrimination sentences on the emergence of syntactic relations, from the construction of sentences in the affirmative and negative assertions in deaf children. Pre-tests verify the repertoire readings in LBS and Portuguese. The study used three sets of stimuli: A - Signs in LSB, B - words written in Portuguese and C - figures. The conditional relations AB and AC were taught and BA relations, CA, BC and CB tested with no differential feedback. The procedure adopted was matching-to-sample (MTS) to teach reading words. After training and testing, the participant was exposed to the constructed-response matching-to-sample (CRMTS) of affirmative and negative sentences. The participant should write sentences in the presence of a model (LBS signals or written sentences), from words written in Portuguese (or LBS) to compose the affirmative sentences and negative sentences. Next, specific tests for CRMTS evaluated the formation of new sentences, including a recombination test.
Acesso aberto (Open Access)
Emergência de relações numéricas em crianças surdas
(Universidade Federal do Pará, 2004-03) CARMO, Ruth Daisy Capistrano de Souza; ASSIS, Grauben José Alves de; http://lattes.cnpq.br/0722706223558223
Studies focusing on the formation of ordinal classes have reported a number of experimental findings relevant to the comprehension of sequential stimulus relations. The aim of this investigation was to replicate previous findings obtained with normal children and adults (Study 1) using a training by chaining procedure in order to ascertain whether learning in deaf children could also be maintained under conditional control, using visual stimuli and chained motor responses (Study 2). In study 1, seven children with profound hearing impared degree, sign language naives, served as subjects. A programmed procedure was used to chain responses to three sets of stimuli: A = printed number names, B = numbers presented in Brazilian Sign Language and C = abstract forms in different quantities. The values assigned to the three stimulus categories varied from 1 to 6. In Study 2, five deaf children were subjected to the same teaching procedure, although with sequential variation. Each participant was to respond, in the presence of a green-colored stimuli, presented in a A1A2A3A4A5A6 sequence; and in the presence of a red-color stimuli in the 6A5A4A3A2A1 sequence. In both studies, after having responded correctly to each sequence, an animated figure appeared on the screen, and the experimenter praised each child with signed words signifying very good, correct, or great. When an incorrect response was emitted, the screen whitened for a second, and a new configuration of stimuli was presented randomly. The sessions were carried out in a classroom in a public school for hearing-impaired students. It was used a laptop computer with software designed to present the stimuli and record behavioral data. After each trial and a revised baseline for each response sequence, tests of transitivity and connectivity were administered in order to 16 evaluate the emergence of ordinal classes, in a non-adjacent paired stimulus array with substitutability. The results showed that the participants responded quickly in both studies. In conclusion, the procedure was efficient in facilitating the acquisition of numerical concepts, and showed that emergence of equivalent stimulus classes occurred outside the matching-tosample format in hearing-as well as deaf children.
Acesso aberto (Open Access)
Emergência de relações numéricas sob controle condicional em crianças surdas
(2005-12) SOUZA, Ruth Daisy Capistrano de; ASSIS, Grauben José Alves de
Studies focusing on the formation of ordinal classes have reported a number of experimental findings on the comprehension of sequential stimulus relations. The aim of this investigation was to replicate previous findings in deaf children. A procedure was used to chain responses to three stimuli classes: A = printed number names, B = numbers presented in Brazilian Sign Language and C = abstract forms in different quantities. The values varied from 1 to 6. Each participant responded in the presence of green-colored stimuli, presented in a A1®A2®A3 ®A4®A5®A6 sequence; then to red-colored stimuli: in the A6®A5 ®A4®A3®A2 ®A1 sequence. After having responded correctly to each sequence, an animated figure appeared on the screen. After a revised baseline for each response sequence, tests of transitivity and connectivity were administered in order to evaluate the emergence of ordinal classes. The results showed that the participants responded quickly. In conclusion, it can be said that the procedure was efficient in facilitating the acquisition of numerical concepts, and showed the emergence of equivalent stimulus classes.
Acesso aberto (Open Access)
Equivalência monetária em crianças surdas
(Universidade Federal do Pará, 2010-01-15) MAGALHÃES, Priscila Giselli Silva; ASSIS, Grauben José Alves de; http://lattes.cnpq.br/0722706223558223
In the teaching of monetary skills the procedures of matching to sample (MTS) and constructed response matching to sample (CRMTS) have proven effective. However, there is a controversy about the importance of prerequisites. Experiment 1 aimed to investigate the effect of teaching on the monetary equivalence in deaf children with different mathematical repertoires. A total of ten children participated. They were enrolled in a specialized school for deaf students, where the sessions were carried out and were distributed in two groups: Children with greater mathematical repertoire (Group I) and children with lower mathematical repertoire (Group II). A computer was used with software (REL 5.3.3 for Windows). Initially, the participants were exposed to pre-test and a pre-training identity. Then, the teaching of conditional relations in MTS between monetary value in Brazilian Signal Language (LIBRAS) and decimal numerals (AB), monetary value in LIBRAS and figures of coins (AC) and the monetary value in LIBRAS and figures of paper money (AD), followed by tests of symmetry and transitivity. In both groups, there was emergence of relations for most of the participants. Also a CRMTS teaching figures of paper money and decimal numerals (DB') was conducted, followed by tests of symmetry and transitivity. In the tests there was variability in responses in both groups. Post-tests and maintenance tests showed consistent performance with training. Experiment 2 aimed to replicate the results of experiment 1 verifying that changes in procedure would produce monetary equivalence in deaf children. Three deaf children participated. The experimental environment, materials and equipment were the same of Experiment 1. The procedure was similar to that used in Experiment 1, but with the introduction of some experimental phases: 1) randomized trials in the training, teaching numerical components and pre-training CRMTS. Results indicate the emergence of relations for the three participants in MTS and the emergence of a few relations in CRMTS. In both experiments the complexity of the task was one of the possible explanations of the performance and the prerequisites not interfered with the learning of this type of task.
Acesso aberto (Open Access)
A institucionalização da Língua Brasileira de Sinais no currículo escolar: a experiência da Secretaria Municipal de Educação de Castanhal - PA
(Universidade Federal do Pará, 2010-03-10) CAVALCANTE, Eleny Brandão; ROCHA, Genylton Odilon Rêgo da; http://lattes.cnpq.br/3735617515418666
This research had the objective of investigating the process of institutionalization of the discipline of LIBRAS in the official curriculum of the Municipal Education Secretary from Castanhal – Pará, which has included LIBRAS as a compulsory discipline of the Childhood education, the Elementary school and Youth and Adults education, to all the students. We started with a bibliographic review about Special Education, Inclusive Education, Deaf Education and Curriculum. Besides, we made a documentary survey of national and international legislation witch guide the Special and Inclusive Education, with special attention to the Deafness area. We searched for the documents referring to the insertion of the discipline in Castanhal. We collected data through semi-structured interview with two technical from the Secretary and the secretary of Education himself, because of their direct connection to the insertion of the discipline. Based on these data, we observed that LIBRAS was inserted by the technical team and the secretary (without any hand of the scholar community), justifying this insertion by the communication limit of the deaf and the need of an inclusive policy. Legally, this discipline was based on the right to education, proposed by the Brazilian Constitution of 1988 and by the LDB nº9394/96, besides the deaf’s granted right to acess LIBRAS, according to the Law 10.098/00 and the Decree nº5626/05. In the city, the discipline is inserted in the Diversified Part of the curriculum, through the Unified Statute of the City Education Network of Castanhal. To make the offer of this discipline possible, the city gives formation to teachers; LIBRAS interpreters in some schools; trainers for the technical teams, for supporting and information; didactic materials produced by teachers, supported by the technical team and by the secretary, searching for LIBRAS specific material, in order to subsidize practice in classroom. The city intends to make a bilingual education; however, it admits the total communication. Besides, the curriculum is full of contradictions, because in one hand it encourages the removal of attitudinal barriers; but in the other hand, it still reflects a medical clinical model of deafness, through contents that stress the deficiency. In addition to this issue, the offer of this discipline to the deaf and listeners requires a treatment of LIBRAS as native and second language, respectively, which is not made on the formation courses. Finally, we noticed that even this initiative is commendable, there are still some empty spaces in this process that need to be analyzed, in order to build a discipline which respects the linguistic and cultural status of LIBRAS.
Acesso aberto (Open Access)
Investimento parental de mãe surda e mãe ouvinte e seus bebês ouvintes
(Universidade Federal do Pará, 2009-12-03) ALBUQUERQUE, Raphaella Duarte Lopes de; GAROTTI, Marilice Fernandes; http://lattes.cnpq.br/2218504886013525
The human baby is prematurely born compared to the primate pattern, and this physical immaturity creates a longer duration of dependence and intensification of parental adult care. This study was based on Heidi Keller’s theoretical framework of Parental Investment Model, which assumes six parental systems, evolved in response to adaptive problems faced by our ancestors. The parental systems represent investments that differ in respect of energy, time, attention and tone emotional targeted to the baby. The proposed parental systems are systems of primary care, system of body contact, system of body stimulation, system of object stimulation, face-to-face and narrative envelope. The predominance of one of these systems will depend on the culture. However, investigations conducted up to now included only typical dyads. In addition, there are no longitudinal studies focusing on the characteristics of parental systems developed between dyads whose sensory channels used to initial interchange differ, for instance deaf mothers and their hearing infants. This study investigated the parental systems prioritized by a deaf mother and a hearing mother in relation to their hearing babies, as well as the characteristics of instancies of interaction between a deaf mother - hearing infant. The mothers were primiparous, with higher educational level, and their ages were 34 and 36 years old, resident in Belém, and their infants were male. Footage was shot, weekly until three months, and from two to two weeks until six months in bath situations, changing clothes, feeding and free play from the three months, at mothers’ home. The parental systems were recorded at an interval of ten seconds, and then recorded the mother and infant general behaviors by second instancies of interaction. The results indicated that the deaf mother prioritized object stimulation, and body contact. Hearing mother prioritized body stimulation, body contact, and face-to-face. Besides the differences in stimulation type prioritized by each mother, the body contact was qualitatively different between them. The results suggest a model autonomous-relational for dyads. The analysis of interactions deaf mother - hearing infant indicated that mother begins the most interactions during the study period, and suggests that the dyad showed changes in interactions throughout the baby development. However, it emphasizes the necessity for more studies to increase the knowledge of atypical dyads peculiarities, such as re-defining the categories and searching for new parental systems.
Acesso aberto (Open Access)
Metas e estratégias de socialização que mães de crianças surdas valorizam para seus filhos
(Universidade Federal do Pará, 2013-12) FREITAS, Hilda Rosa Moraes de; MAGALHÃES, Celina Maria Colino
Research in Brazil has drawn attention to the prevalence of distinct models for creativity that arise from the social background, which are as follows: interdependent, independent and autonomous-relational. In light of this, the purpose of this study is to uncover the socialization goals and expectations of mothers of deaf children with regard to the future of their children. Interviews were conducted with 13 mothers of deaf children enrolled in a deaf public school; the study was carried out using a semi-structured questionnaire (officially recognized in Brazil) comprising questions about the goals and strategies of socialization. The group of participants consisted of the following: low-income mothers residing in an urban environment, with little formal education and aged between 31 and 40. The study reported 20 socialization goals that were divided into the following categories: social expectations, good behavior and self-improvement-in descending order-which suggests a tendency towards a 'sociocentric' dimension. The interdependent category was the predominant model of creativity. With regard to strategies of socialization, 37 were described, one of which (the category centered on itself) obtained the highest score with stress being laid on its cognitive features. It should be understood that although the model of creativity is independent, the strategies were concentrated on the figure of the mother. One possible analytical approach is to examine the linguistic barriers that are caused by deafness and which prevent the child and the environment from being taken into account by mothers as mediators of the children.
Acesso aberto (Open Access)
Processos educativos na disciplina de libras: representações sociais de graduados de letras do PARFOR sobre a surdez
(Universidade Federal do Pará, 2019-04) OLIVEIRA, Waldma Maíra Menezes de; OLIVEIRA, Ivanilde Apoluceno de
This study presents two problems: what Social Representations do the PARFOR undergraduates of Letters - Portuguese Language of the Federal University of Pará have on the Deaf? And, what is the possible effect of the discipline of Brazilian Sign Language on the (re) construction of representations that undergraduates have on the Deaf? In this research, a qualitative field research was conducted with emphasis on the Theory of Social Representations of Moscovici's procedural characteristic (2009) for dealing with the focus of the genesis of Social Representations, analyzing the processes of their formation considering the historicity and the context of production. The interviewees were 03 undergraduate students of the Portuguese Language course Parfor / UFPA, who attended the Brazilian Sign Language course. In the systematization and analysis of the data, we used the technique of Content Analysis with emphasis on categorization. Analyzing the results it was observed that the subjects surveyed had Social Representations about Deafness in the field of Normality and re-signified them to Difference as Alterity.
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Saberes de professores que ensinam matemática para alunos surdos incluídos numa escola de ouvintes
(Universidade Federal do Pará, 2010-02-26) PAIXÃO, Natalina do Socorro Sousa Martins; GONÇALVES, Tadeu Oliver; http://lattes.cnpq.br/6789250569319668
With this research it was aimed at to investigate them know in action in practice teacher in the teaching of Mathematics to deaf students included at a school with students listeners. Done address by the central question that you know the teachers develop to include the deaf student in the classes of Mathematics with students listeners in the Regular School? Answers were looked for in the data collected at a school that acts in the initial series, in the Municipal district of Belém-PA, in a group of 4th grade, with 25 students, 20 listeners and 05 deaf included. The unformed subjects were the teacher regent of the group (PR), the itinerant teacher that assists the group (PI) and 03 futures teachers of Mathematics (FP), students of the Degree in Mathematics of UFPA also involved in the process starting from a collaborative work with the researcher and the advisor of the research. It is a study of case of the type ethnographic in that were accomplished: systematic participant observation and no systematic for 08 months, not glimpsed structured with the 05 subjects and documental analysis of annual plan, text book of Mathematics, class activities and the futures teachers' log book, that were triangular originating axes of analyses for each subject and yours know and still 03 classroom episodes during the classes of fraction of the which were extracted 03 categories that subsidized the analyses being them: (1) the knowledge of the Language in the mathematics classes for deaf students included with listeners students in that the results appear for the importance of the discipline / specific knowledge , the curriculum, experience and the knowledge of the reflection in the action how validated by public evidencing the knowledge of the language of signs as the differential of the deaf culture, generating 02 sub categories: 1st the Language of Signs like a necessary knowledge and the Oral Portuguese Language as imposition and cultural power and like this signaling for the conflict of cultures in the process of teaching of Mathematics for deaf students included at the school of listeners; (2) the inclusive knowledge, the impact between the deaf culture and the listener culture in the same learning atmosphere, signaling chip the existence of two schools in the same space and situations of classes that propitiated the inclusion and the deaf students' exclusion in the context; (3) the knowledge of the reflection - in the - action during the classes of Mathematics to deaf students with listeners students while the representative of the professional habitus from the initial formation as form of propitiating the assimilation of the cultural diversity in educational practice.
Acesso aberto (Open Access)
Sentidos subjetivos relacionados à motivação de alunos surdos para participarem do clube do pesquisador mirim do Museu Paraense Emílio Goeldi
(Universidade Federal do Pará, 2014-08-20) RESQUE, Deusa Priscila da Silva; CASANOVA, Marcello Paul; http://lattes.cnpq.br/1747581773154776; ALVES, José Moysés; http://lattes.cnpq.br/6500775506186127
Inspired by González Rey’s Theory of Subjectivity, in this study I searched to investigate the motivation of two deaf to participate in a class of Club Researcher Mirim (CPM) of the Goeldi Museum (MPEG). In this theoretical perspective, the motivation is conceived as a subjective production. Subjectivity, simultaneously social and individual, is studied from a qualitative approach, that values the individual cases, the dialogical and constructiveinterpretative character of the information construction. I conducted research in a context of child scientific initiation, with a class of 12 children and two deaf, in a space of non-formal education where everybody learned Libras. During the academic year 2012, I observed and recorded the 31 meetings of the class. At the end of the year, I conducted interviews with those responsible for the children and with junior researchers listeners, using an audio recorder. I conducted interviews with deaf students in sign language also. These were recorded and later transcribed and analyzed. For the construction of the indicators of deaf motivation I considered the perspectives of family, colleagues and deaf people. From these indicators, I conclude that deaf students are motivated to participate in the CPM. Both showed similar Indicators of interest. They do not want to miss or be late for meetings; want to learn / teach Libras, make friends, learn and continue the CPM while they can; enjoy the activities and physical space. But their subjective senses configurations are different in relation to Libras and sciences learning, their relationships with colleagues and plans for future. Participate in the inclusive class of CPM contributes to the formation of friendships and also for the learning of the deaf, in a different way from what happens in school.
Acesso aberto (Open Access)
A subjetividade da pessoa surda na escrita do português como segunda língua: constituições, educação e surdez
(Universidade Federal do Pará, 2022-11-28) LOBATO, Merian de Cristo; FALABELO, Raimundo Nonato de Oliveira; http://lattes.cnpq.br/0245521381922053; https://orcid.org/0000-0003-1193-8072
The research entitled “The Subjectivity of Deaf Person in Writing Portuguese as Second Language: Constitutions, Education and Deafness”, presents the analysis of texts written by young deaf participants of the Project “Laboratory of Portuguese Language Teaching for the Deaf” that happened through the GEPEES Group. The objective of the project was to provide the deaf the development of the written language in Portuguese because to the great difficulty presented by them when writing. This difficulty was verified from the dialogues established with the deaf community from the other projects, as well evidenced from the first written record requested at the first moment of our meeting. The analysis of written texts provided this investigation that has as main objective: understand the subjectivity of deaf people through the production of senses and meanings that emerge from productions written in Portuguese as a second language, and as specific objectivies: to carry out theoretical reflection about the deaf education, about process of inclusion and on the debates around this theme; Discuss the issue of subjectivity and thus to guide the analysis of this research from the looking of written material, of elaboration process of this product called written production. As methodology, Vygotsky's cultural historical perspective (1983) used which, ally to with the studies of authors who focus on this subject and the assumptions of the ethnographic analysis, supported this research. The project that gave rise to this investigation was elaborated from interactionist approaches and pedagogical strategies, that started from the understanding of the deaf person as holder of cultural specificities, where activities mediated by sign language were developed. Thus, we conclude from the deaf written analysis that it presents the voices of subjectivities constituted in intersubjective relations in the socio, cultural and educational contexts, sometimes affirming the linguistic subjectivity acquired throughout life through sign language, sometimes presenting in the written materiality, the Portuguese Language from the recognition and linguistic relevance that this new language can make possible for him/her to expand the field of learning.
Acesso aberto (Open Access)
Surdez, bilinguismo e educação matemática: um (novo?) objeto de pesquisa na educação de surdos
(Universidade Federal do Pará, 2015-12-09) WANZELER, Edson Pinheiro; SALES, Elielson Ribeiro de; http://lattes.cnpq.br/5467537517169068
The constant quest for an all-inclusive education has generated several social movements from the various spheres of society which aim for this constitutional right, either by law or as a matter of social conscience. These movements are also setting trends with respect to the teaching of mathematics with quality and within any social construct. With this direction in mind, we chose this research to be aimed at the teaching of mathematics for the deaf, in which the deaf social constructs covered by several researchers seeking consciously or unconsciously to ensure a bilingual interaction to these subjects based on methodological proposals in the different approaches of academic research. Thus, under this assumption, the present study aims to discuss some inherent relations in Mathematics Education and the Education of the Deaf, in light of citizenship and bilingualism in strict Postgraduate courses in mathematics education in the North and Northeast of Brazil, between the years 2006 and 2014. We have found in many formal and informal discourses related to "not learning math" the assumption that the content is difficult, or that the professional does not know sign language, or that teaching is not bilingual. However, when we looked closer at the research, we found that communication and learning were present in the results, which deserves considerable emphasis to the researcher. This qualitative study has been built up from literature supported by authors, such as, Goldfeld (2002), Lucchesi (2008), Paul and Alexandrian (2010), Naufel (2002), Brazil (1988; 2002; 2005), Fiorin (2013), Dubois et al. (1997-1998), D'Ambrosio (1986; 2008), among others who have contributed significantly to this dialogue. And the chosen path, going from a reflection on all-inclusive mathematics, through the recognition of the deaf citizen and what bilingualism means in Brazil, points out that the research conducted within the Mathematics Education and Deaf Education are closely linked to social and educational perceptions adopted by researchers who see the deaf not just as a clinical feature, but as citizen's rights.
Acesso aberto (Open Access)
Tradução da linguagem matemática para a libras: jogos de linguagem envolvendo o aluno surdo
(Universidade Federal do Pará, 2015-10-23) COSTA, Walber Christiano Lima da; SILVEIRA, Marisa Rosâni Abreu da; http://lattes.cnpq.br/3588315106445865
In this research, we present a study about the translation of mathematical language into the Brazilian Sign Language - Libras, discussing the language games present in deaf education. Our main goal is to investigate how the deaf student translates texts in mathematical language into sign language. Therefore, we seek support in the concepts of language games and see how of the second moment of Wittgenstein's philosophy. We selected these concepts to believe that the deaf student uses the ways of seeing the mathematical language that is by writing, as well as the way he deals with other languages that are intertwined with it such as Portuguese and Libras and that manifest themselves in many language games that involve mathematics learning of deaf students. At a first moment the methodology is characterized by a bibliographic search, drawn upon for the readings linked to the philosophy of language, deaf education, inclusion and mathematical language. In a second moment, a field research with deaf students of the 1st year of high school in order to check on in loco how they do a translation of mathematical language into sign language in the classroom. From the qualitative approach, we found that deaf students use of predominant form the reference model of language, in other words, a word-sign, which often fail to understand the real meaning of the word in the mathematical statement.