Detalhes bibliográficos
| Ano de defesa: |
2020 |
| Autor(a) principal: |
ROCHA, LELIANE APARECIDA CASTRO |
| Orientador(a): |
André, Cláudio Fernando |
| Banca de defesa: |
Azevedo , Adriana Barroso de,
Josgrilberg , Fabio Botelho,
Hollosi , Marcio,
Reis , Flaviane |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Metodista de Sao Paulo
|
| Programa de Pós-Graduação: |
Educacao
|
| Departamento: |
Educacao:Programa de Pos Graduacao em Educacao
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://tede.metodista.br/jspui/handle/tede/2027
|
Resumo: |
This work is being carried out with support from the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior – Brasil (CAPES) – Financing Code 001. This thesis has an emphasis on the line of research on Teacher Education in the Graduate Program in Education (PPGE) from the University Metodista of São Paulo – UMESP, having as main objective to investigate on the training and professional trajectory of Deaf teachers, in the city of São Paulo, teachers who have the Brazilian Sign Language as their mother tongue – Libras, having as a reference the qualitative research methodology, approaching the narrative interview of their academic and professional life stories, supporting us in what they reveal Clandinin & Connelly (2015), Schütze (2011), Souza (2008) and Demartini (1988). What justifies contemplating this theme is the diversity of discussions about school failure and not the school success of disabled people as presented by the theoretical frameworks that sustain this speech as Ferreira-Brito (1996), Quadros (1997), Lacerda (1996, 2000), Moura (2000), Capovilla (2004), Lodi (2004), Gil (2005), Strobel (2008, 2010) ), Hollosi (2019) e Cunha Junior (2015) among others that supported our reflections. What motivated this qualitative research, of the life history type, privileging the study of the system of cultural meanings of Deaf teachers, followed by dialogues and observations to understand which paths the subjects followed in their academic education until they became professional and finally actively participated in the job market.Thus, this investigation sought to answer the problematic question: what are the perceptions that the Deaf have about their life history and their training and professional trajectories in interface with the facilities and / or difficulties of this process? The expected results of this research are to give ‘voice’ to the protagonists and verify the representations constructed in their own narratives and thereby contributing to the competent bodies of education, to continue or improve the inclusion system and bilingualism, while strengthening the deaf community and its motto “Nothing about us, without us”. |
