A interação da criança surda no contexto da educação infantil : um estudo de caso na perspectiva da educação inclusiva
Guardat en:
| Autor principal: | |
|---|---|
| Data de publicació: | 2021 |
| Format: | Master thesis |
| Idioma: | por |
| Font: | Repositório Institucional da UPF |
| Download full: | https://repositorio.upf.br/handle/123456789/2297 |
Sumari: | The relationships established in the school space are essential for the development of all children, including those who are in the process of inclusion, such as the deaf. In order to contribute to the understanding of this theme, this dissertation established as its main objective, from a case study, to investigate how the interactions between the deaf child and the hearing interlocutors happen in regular school. The research was justified by the need to expand knowledge about school inclusion - especially of children who attend Early Childhood Education in schools in the city of Passo Fundo - and to look at the teaching and learning process that take place in the encounter between deaf and hearing people.The study was based on theoretical principles in the area of deaf education that emerge from productions by Góes (2012), Goldfeld (2002), Quadros (2017) and Strobel (2016). It was presented a theoretical contribution that reiterates the relevance of the concepts of interaction, inclusion, development and learning, leading to the understanding of deafness as a linguistic difference. The first session provides an overview of Brazilian legislation on public policies aimed at inclusive educational actions that Brazil is a signatory and documents that directly impact the education of deaf people in regular schools.The second discusses the pedagogical approaches and practices in deaf education that allow us to understand how the views on these subjects were constituted throughout history. Finally, the third addresses considerations about the importance of early language acquisition in social interactions and for the development of deaf children, emphasizing the role that sign language plays in this process. It was opted an observation/transcription of recorded video material as a strategy for data generation. From the analysis of this material, it was identified the use of different communication resources/strategies, essential for the understanding of the student involved in the research, such as the exchange of looks and observation, approximation and affective touch, indicative gestures/notes, body language and expressions, as well as imitation and peer selection to establish relationships. We found that when these resources were not used, or when the interactions between the deaf student and her hearing interlocutors happened only through oral language, the relationships were marked by communication difficulties. Given this difficulty, we discussed essential indicators to boost the quality of interactions, such as: favorable linguistic conditions, the implementation of inclusion policies, the accessibility of communication and pedagogical practices that correspond to the way of being of deaf people in the world. We understand that “being together” cannot be considered an argument that supports inclusive education policies. In short, in the case of deaf students included in hearing classes, the fact that most of the time they do not have a structured language so that communication is established in a fluent way, and that they do not have deaf colleagues to share daily experiences, that the bases for inclusion are established from the principles of normalization and correction. |
| _version_ | 1871607649929265152 |
|---|---|
| author | Cigognini, Fabiane Lima |
| author_browse | Cigognini, Fabiane Lima |
| author_facet | Cigognini, Fabiane Lima |
| author_role | author |
| collection | Repositório Institucional da UPF |
| dc.contributor.author.fl_str_mv | Cigognini, Fabiane Lima |
| dc.contributor.none.fl_str_mv | Esquinsani, Rosimar Serena Siqueira http://lattes.cnpq.br/9661213429808142 |
| dc.date.none.fl_str_mv | 2021-08-23 2025-05-07T14:10:32Z |
| dc.format.none.fl_str_mv | application/pdf application/pdf |
| dc.identifier.uri.fl_str_mv | CIGOGNINI, Fabiane Lima. A interação da criança surda no contexto da educação infantil : um estudo de caso na perspectiva da educação inclusiva. 2021. 157 f. Dissertação (Mestrado em Educação) - Universidade de Passo Fundo, Passo Fundo, RS, 2021. https://repositorio.upf.br/handle/123456789/2297 |
| dc.language.iso.fl_str_mv | por |
| dc.publisher.none.fl_str_mv | Universidade de Passo Fundo Faculdade de Educação – FAED Brasil UPF Programa de Pós-Graduação em Educação |
| dc.rights.driver.fl_str_mv | info:eu-repo/semantics/openAccess |
| dc.source.none.fl_str_mv | reponame:Repositório Institucional da UPF instname:Universidade de Passo Fundo (UPF) instacron:UPF |
| dc.subject.por.fl_str_mv | Educação inclusiva Crianças surdas Aprendizagem CIENCIAS HUMANAS::EDUCACAO |
| dc.title.none.fl_str_mv | A interação da criança surda no contexto da educação infantil : um estudo de caso na perspectiva da educação inclusiva |
| dc.type.driver.fl_str_mv | info:eu-repo/semantics/masterThesis |
| dc.type.status.fl_str_mv | info:eu-repo/semantics/publishedVersion |
| description | The relationships established in the school space are essential for the development of all children, including those who are in the process of inclusion, such as the deaf. In order to contribute to the understanding of this theme, this dissertation established as its main objective, from a case study, to investigate how the interactions between the deaf child and the hearing interlocutors happen in regular school. The research was justified by the need to expand knowledge about school inclusion - especially of children who attend Early Childhood Education in schools in the city of Passo Fundo - and to look at the teaching and learning process that take place in the encounter between deaf and hearing people.The study was based on theoretical principles in the area of deaf education that emerge from productions by Góes (2012), Goldfeld (2002), Quadros (2017) and Strobel (2016). It was presented a theoretical contribution that reiterates the relevance of the concepts of interaction, inclusion, development and learning, leading to the understanding of deafness as a linguistic difference. The first session provides an overview of Brazilian legislation on public policies aimed at inclusive educational actions that Brazil is a signatory and documents that directly impact the education of deaf people in regular schools.The second discusses the pedagogical approaches and practices in deaf education that allow us to understand how the views on these subjects were constituted throughout history. Finally, the third addresses considerations about the importance of early language acquisition in social interactions and for the development of deaf children, emphasizing the role that sign language plays in this process. It was opted an observation/transcription of recorded video material as a strategy for data generation. From the analysis of this material, it was identified the use of different communication resources/strategies, essential for the understanding of the student involved in the research, such as the exchange of looks and observation, approximation and affective touch, indicative gestures/notes, body language and expressions, as well as imitation and peer selection to establish relationships. We found that when these resources were not used, or when the interactions between the deaf student and her hearing interlocutors happened only through oral language, the relationships were marked by communication difficulties. Given this difficulty, we discussed essential indicators to boost the quality of interactions, such as: favorable linguistic conditions, the implementation of inclusion policies, the accessibility of communication and pedagogical practices that correspond to the way of being of deaf people in the world. We understand that “being together” cannot be considered an argument that supports inclusive education policies. In short, in the case of deaf students included in hearing classes, the fact that most of the time they do not have a structured language so that communication is established in a fluent way, and that they do not have deaf colleagues to share daily experiences, that the bases for inclusion are established from the principles of normalization and correction. |
| eu_rights_str_mv | openAccess |
| format | masterThesis |
| id | UPF_f9f0d79aa8d688567f00ef37e859980a |
| identifier_str_mv | CIGOGNINI, Fabiane Lima. A interação da criança surda no contexto da educação infantil : um estudo de caso na perspectiva da educação inclusiva. 2021. 157 f. Dissertação (Mestrado em Educação) - Universidade de Passo Fundo, Passo Fundo, RS, 2021. |
| instacron_str | UPF |
| institution | UPF |
| instname_str | Universidade de Passo Fundo (UPF) |
| language | por |
| network_acronym_str | UPF |
| network_name_str | Repositório Institucional da UPF |
| oai_identifier_str | oai:repositorio.upf.br:123456789/2297 |
| publishDate | 2021 |
| publishDateSort | 2021 |
| publisher.none.fl_str_mv | Universidade de Passo Fundo Faculdade de Educação – FAED Brasil UPF Programa de Pós-Graduação em Educação |
| reponame_str | Repositório Institucional da UPF |
| repository.mail.fl_str_mv | jucelei@upf.br||biblio@upf.br |
| repository.name.fl_str_mv | Repositório Institucional da UPF - Universidade de Passo Fundo (UPF) |
| repository_id_str | 1610 |
| spelling | A interação da criança surda no contexto da educação infantil : um estudo de caso na perspectiva da educação inclusivaEducação inclusivaCrianças surdasAprendizagemCIENCIAS HUMANAS::EDUCACAOThe relationships established in the school space are essential for the development of all children, including those who are in the process of inclusion, such as the deaf. In order to contribute to the understanding of this theme, this dissertation established as its main objective, from a case study, to investigate how the interactions between the deaf child and the hearing interlocutors happen in regular school. The research was justified by the need to expand knowledge about school inclusion - especially of children who attend Early Childhood Education in schools in the city of Passo Fundo - and to look at the teaching and learning process that take place in the encounter between deaf and hearing people.The study was based on theoretical principles in the area of deaf education that emerge from productions by Góes (2012), Goldfeld (2002), Quadros (2017) and Strobel (2016). It was presented a theoretical contribution that reiterates the relevance of the concepts of interaction, inclusion, development and learning, leading to the understanding of deafness as a linguistic difference. The first session provides an overview of Brazilian legislation on public policies aimed at inclusive educational actions that Brazil is a signatory and documents that directly impact the education of deaf people in regular schools.The second discusses the pedagogical approaches and practices in deaf education that allow us to understand how the views on these subjects were constituted throughout history. Finally, the third addresses considerations about the importance of early language acquisition in social interactions and for the development of deaf children, emphasizing the role that sign language plays in this process. It was opted an observation/transcription of recorded video material as a strategy for data generation. From the analysis of this material, it was identified the use of different communication resources/strategies, essential for the understanding of the student involved in the research, such as the exchange of looks and observation, approximation and affective touch, indicative gestures/notes, body language and expressions, as well as imitation and peer selection to establish relationships. We found that when these resources were not used, or when the interactions between the deaf student and her hearing interlocutors happened only through oral language, the relationships were marked by communication difficulties. Given this difficulty, we discussed essential indicators to boost the quality of interactions, such as: favorable linguistic conditions, the implementation of inclusion policies, the accessibility of communication and pedagogical practices that correspond to the way of being of deaf people in the world. We understand that “being together” cannot be considered an argument that supports inclusive education policies. In short, in the case of deaf students included in hearing classes, the fact that most of the time they do not have a structured language so that communication is established in a fluent way, and that they do not have deaf colleagues to share daily experiences, that the bases for inclusion are established from the principles of normalization and correction.As relações estabelecidas no espaço escolar são essenciais para o desenvolvimento de todas as crianças, inclusive aquelas que encontram-se em processo de inclusão, como é o caso das surdas. Com o intuito de contribuir para o entendimento deste tema, a presente dissertação estabeleceu como objetivo principal, a partir de um estudo de caso, investigar como acontecem as interações entre a criança surda e os interlocutores ouvintes na escola regular. A pesquisa justificou-se pela necessidade de ampliar os conhecimentos sobre a inclusão escolar - sobretudo das crianças que frequentam escolas de Educação Infantil do município de Passo Fundo - e de olhar para o processo de ensino e aprendizagem que acontece no encontro entre surdos e ouvintes. O estudo fundamentou-se nos princípios teóricos da área da educação de surdos que emergem de produções de Góes (2012), Goldfeld (2002), Quadros (2017) e Strobel (2016). Apresentamos um aporte teórico que reitera a pertinência das concepções de interação, inclusão, desenvolvimento e aprendizagem, conduzindo ao entendimento da surdez como diferença linguística. A primeira sessão traz um panorama da legislação brasileira sobre as políticas públicas voltadas às ações educacionais inclusivas que têm o Brasil como signatário e de documentos que impactam diretamente na educação das pessoas surdas nas escolas de ensino regular. A segunda, discorre sobre as abordagens e práticas pedagógicas na educação de surdos que permitem compreender como foram constituídos os olhares sobre esses sujeitos ao longo da história. Por fim, a terceira aborda considerações sobre a importância da aquisição da linguagem precoce nas interações sociais e para o desenvolvimento das crianças surdas, ressaltando o papel que a Língua de Sinais exerce nesse processo. Optamos pela observação/transcrição do material de vídeo gravado como estratégia para a geração de dados. A partir da análise deste material identificamos o uso de diferentes recursos/estratégias de comunicação, indispensáveis para o entendimento da aluna envolvida na pesquisa, como a troca de olhares e a observação, a aproximação e o toque afetivo, gestos indicativos/apontamentos, linguagem corporal e expressões, bem como a imitação e a seleção de pares para estabelecimento de relações. Constatamos que quando esses recursos não foram utilizados, ou quando as interações entre a aluna surda e seus interlocutores ouvintes aconteceram unicamente por meio de língua oral, as relações apresentaram-se marcadas pela dificuldade de comunicação. Diante dessa dificuldade observada discutimos sobre indicadores essenciais para impulsionar a qualidade das interações, tais como: condições linguísticas favoráveis, a implementação de políticas de inclusão, a acessibilidade de comunicação e práticas pedagógicas que correspondam à forma de ser e estar dos surdos no mundo. Compreendemos que “estar junto” não pode ser considerado um argumento que sustenta as políticas de educação inclusiva. Em suma, no caso dos alunos surdos incluídos em turmas de ouvintes, o fato de a maioria das vezes não terem uma língua estruturada para que a comunicação se estabeleça de forma fluente, e de não possuírem colegas surdos para compartilhar as experiências diárias, faz com que as bases da inclusão sejam estabelecidas a partir de princípios de normalização e de correção.Universidade de Passo FundoFaculdade de Educação – FAEDBrasilUPFPrograma de Pós-Graduação em EducaçãoEsquinsani, Rosimar Serena Siqueirahttp://lattes.cnpq.br/9661213429808142Cigognini, Fabiane Lima2025-05-07T14:10:32Z2021-08-23info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfapplication/pdfCIGOGNINI, Fabiane Lima. A interação da criança surda no contexto da educação infantil : um estudo de caso na perspectiva da educação inclusiva. 2021. 157 f. Dissertação (Mestrado em Educação) - Universidade de Passo Fundo, Passo Fundo, RS, 2021.https://repositorio.upf.br/handle/123456789/2297porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UPFinstname:Universidade de Passo Fundo (UPF)instacron:UPF2025-12-30T20:09:23Zoai:repositorio.upf.br:123456789/2297Repositório InstitucionalPRIhttp://repositorio.upf.br/oai/requestjucelei@upf.br||biblio@upf.bropendoar:16102025-12-30T20:09:23Repositório Institucional da UPF - Universidade de Passo Fundo (UPF) |
| spellingShingle | A interação da criança surda no contexto da educação infantil : um estudo de caso na perspectiva da educação inclusiva Cigognini, Fabiane Lima Educação inclusiva Crianças surdas Aprendizagem CIENCIAS HUMANAS::EDUCACAO |
| status_str | publishedVersion |
| title | A interação da criança surda no contexto da educação infantil : um estudo de caso na perspectiva da educação inclusiva |
| title_full | A interação da criança surda no contexto da educação infantil : um estudo de caso na perspectiva da educação inclusiva |
| title_fullStr | A interação da criança surda no contexto da educação infantil : um estudo de caso na perspectiva da educação inclusiva |
| title_full_unstemmed | A interação da criança surda no contexto da educação infantil : um estudo de caso na perspectiva da educação inclusiva |
| title_short | A interação da criança surda no contexto da educação infantil : um estudo de caso na perspectiva da educação inclusiva |
| title_sort | A interação da criança surda no contexto da educação infantil : um estudo de caso na perspectiva da educação inclusiva |
| topic | Educação inclusiva Crianças surdas Aprendizagem CIENCIAS HUMANAS::EDUCACAO |
| url | https://repositorio.upf.br/handle/123456789/2297 |