Navegando por Assunto "Surdo"

Agora exibindo 1 - 3 de 3

Acesso aberto (Open Access)
As políticas de educação inclusiva na perspectiva do ensino de surdos no município de Igarapé-Miri/PA
(Universidade Federal do Pará, 2021-11-11) MELO, Rosileide de Jesus de Souza; SOUZA, Alexandre Augusto Cals e; http://lattes.cnpq.br/2652815221358066; https://orcid.org/0000-0002-1424-5055
The debate on the issue of public policies for school “inclusion” is current and necessarily involves a broader reflection on the groups that have been located in the current discourses of social exclusion and a reflection on the issue of the right to education of groups that have been away from such a right. In this sense, this dissertation aimed to understand which “inclusive” educational public policies exist for the teaching of the deaf in the city of IgarapéMiri/PA. The research follows a qualitative approach (GÜNTER, 2006), as it is not our responsibility to make judgments, nor to allow concepts already formed to influence the research. Taking into account that data collection techniques must be aligned with the research strategy, we use document analysis as a technique (CELLARD, 2008; HELDER, 2006). The theoretical framework of the work is based on studies on the right to “inclusive” education for deaf people and on public policies that “include” these subjects, especially the international, national and local regulations; on public policies (CHRISPINO, 2016; DI GIOVANNI, 2009; MULLER; SUREAL, 2002); on studies on school “inclusion” of the Deaf (GESSER, 2009; STROBEL, 2009, 2018; VALSECCHI; MARTINS FILHO, 2020) among others. The Municipality, according to its regulations, has planned education to serve deaf students, and adhering to programs made available by the Ministry of Education (MEC) as a promoter of “inclusive” special education for the deaf. The data obtained show that the Municipality of Igarapé-Miri was awarded the “Inclusive” Education Program: Right to Diversity, Accessible School and Program, Implementation of Multifunctional Resource Rooms Program, Accessible School Transport Program and Direct Money at School Program – structure, accessibility and resource room. Such programs were crucial for the Municipality to structure its public policy for “inclusive” education for the deaf. The survey showed that compared to the number of schools in the Municipal education system, there are few schools that have Specialized Educational services in Igarapé-Miri. Therefore, the creation of new Multifunctional Resource Rooms is necessary to serve more deaf students, especially in the rural area of the Municipality. Based on the data, we show that the municipality of Igarapé-Miri has few regulations that address the education of the deaf, however it is necessary to be aware of the school “inclusion” policies for the deaf as education is a dynamic process and demands new organizations and local actions in the face of new questions from the deaf. Because the existence of legislation serves as an expansion of the possibility against exclusion.
Acesso aberto (Open Access)
Reflexões sobre pessoas surdas: problematizando a diferença
(Universidade Federal do Pará, 2019-12) PEIXOTO, Elenilce Reis Farias; ARAÚJO, Marília do Socorro Oliveira; SOUSA, Rosângela do Socorro Nogueira de
Faced with the context of inclusion in universities, deaf people bring with them a different language from which it is widely shared in the academy by a group that is mainly listening. Thinking about this linguistic issue also implies ways of looking at the other. Thus, this work has as main objective to reflect on the sign language as a cultural artifact that marks the difference of deaf people as socioanthropological subjects. For this work, the methodological basis is anchored in an exploratory research, based on the literature review. The main theoretical subsidies are Silva (2000), Bhabha (1991), Woodward (2000), Skliar (2003; 2013), Lacerda (2000; 2014), among others. The results show that it is essential to conceive the deaf from their linguistic difference, their identities are constructed and marked through difference. Libras, the deaf and their visual experiences, determine the set of differences in relation to any other group of subjects.
Acesso aberto (Open Access)
Tutorial do software tuxmath: uma multimídia em libras
(Universidade Federal do Pará, 2018-03-16) CASTRO, Fábio Júnior da Silva; SALES, Elielson Ribeiro de; http://lattes.cnpq.br/5467537517169068; https://orcid.org/0000-0001-6242-582X
This present research of qualitative approach originated since experiences lived in the teaching process and observation in relation to lack of accessibility computing resources to the deaf person. We aimed to produce a tutorial in sign language as a multimedia format using TuxMath software, as a didactic and pedagogical tool for teachers and deaf students involved in the teaching and learning process of the four fundamental operations of mathematics. We adopted as theoretical reference authors such as Felipe (2013), Goldfeld (2002), Lacerda (2006), Quadros (2007), Stumpf (2010) Strobel (2007), Almeida (2006), Arroio (2013), Moura Perlin (2008), Skliar (2013), Frizzarini (2014), Borba (1999) and Tikhomirov (1972). Data were taken in the Laboratory of Multimedia Education and Production of Universidade Federal do Pará (UFPA) through footage of interviews with a deaf mathematics professor, collaborator of this research, who explained the functions of TuxMath software in Brazilian Sign Language, the collected data were edited for the multimedia production of the educational product that composes this dissertation. After the filming and editing of acquired data, a discussion was conducted emphasizing the product, from the software used, the construction process to the final elaboration and validation of the final product, which is presented in the perspective of a proposal of bilingual education, Sign and Portuguese languages, having as relevance the understanding of a deaf person in relation to the software, along with our interferences. We conclude that both the dialogues with authors that grounded the research and the construction of the product and its validation, denote the importance of accessible digital resources to deaf people who live in a listening world, but that their means of communication occurs mainly by the visual space channel. Thus, we understand that there is a lack of methodological resources such as the one we developed in deafness, mathematics and computer areas, that provides to the deaf person a better understanding of different areas of knowledge.