Detalhes bibliográficos
| Ano de defesa: |
2021 |
| Autor(a) principal: |
Perugini, Priscilla
 |
| Orientador(a): |
Saul, Ana Maria
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Currículo
|
| Departamento: |
Faculdade de Educação
|
| 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: |
https://repositorio.pucsp.br/jspui/handle/handle/24884
|
Resumo: |
The education of the deaf is a relevant, broad (and at the same time specific), controversial topic (it can become biased and even segregationist) and has been coming since the last decade of the 20th century, attracting increasingly attentive (national and international) looks, in a fertile context of struggles for social justice, struggles that had repercussions in the educational sphere. Thus, a theme that generates discussions and fosters debates, even if not resolved, in other areas of scientific knowledge, but especially among those who believe in and seek studentoriented teaching and which urges for an improvement in the quality of teachinglearning of deaf students. The objective of the research is to analyze, within the Freirean framework, the perception of teachers regarding their practices with deaf students. For this, Freirean principles and theoretical contributions from researchers (deaf, hearing and codas) from different areas of knowledge were used with the intention of building a theoretical locus made 'by various hands', cultures, visions and knowledge. The research, with a qualitative approach, took the form of a case study, of the single type, with data collection through semi-structured interviews, in virtual mode, with five teachers from the Final Years (6th to 9th grade) of Elementary School, who presented evidence of knowledge about Paulo Freire's thinking in his pedagogical practices, and analysis of the legal documents that govern the São Paulo Educational Institute (IESP), such as Internal Regulations. The results of this research demonstrate the present and latent Freirean contributions in the praxis of teachers as potential elements for improving the quality of teaching-learning of deaf students, in the four categories, namely: Citizenship; Ongoing Formation; Dialogue and Humanizing Education. It is expected that the results of this research ignite new discussions and future studies about Paulo Freire's contributions to improving the quality of teachinglearning |
