O processo de inclusão educacional do surdo para os profissionais que atuam em uma escola da rede municipal de ensino

• Ano de defesa: 2012
• Autor(a) principal: Kamilos, Karla Luiz
• Orientador(a): Cavenaghi-Lessa, Angela
• 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 Linguística Aplicada e Estudos da Linguagem
• Departamento: Lingüística
• País: BR
• Palavras-chave em Português: Surdos; Educador; Inclusão educacional; Libras; Comunicação
• Palavras-chave em Inglês: Deaf; Teacher; Educational mainstreaming; Libras; Communication
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA
• Link de acesso: https://tede2.pucsp.br/handle/handle/13571

This study is inserted on Applied Linguistics and Language Studies in the research field of Language and Education. This research focuses on questions of educational inclusion of the Deaf student, mainly in the importance of the professional who works at school. We tried to understand how is the educational inclusion of the Deaf in a school of the Prefecture of São Paulo, from the point of view of educators. The analysis of the data was organized into three main categories: Category 31. Lack of training from the professional and need of advice; Category 3.2 Communication and prejudice; Category 3.3 Inclusion versus exclusion. The data were analyzed from the content analysis theory proposed by Bardin (1997) under the light of the Socio-Cultural-Historical theory (Vigotsky, 1994); studies on language and thinking (Vigotsky, 2008) concurrently with the studies of Lacerda (2000) and Moura (2008). The survey was conducted in a regular school of the city of São Paulo who works with the mainstreaming of Deaf students that has the participation of a Support Classroom and an Inclusion Monitoring (SAAI). The interview was a semistructured one and it was done with five professionals. The interviews were recorded and transcribed. They allowed comments about what the professionals who work with educational inclusion of the Deaf think. It was realized in data analysis that the professionals have doubts about to the work they do but that they do whatever they can with the Deaf students to accommodate them at school