Saberes docentes fundamentais para a promoção da aprendizagem do aluno surdo no ensino superior brasileiro

Detalhes bibliográficos
Ano de defesa: 2014
Autor(a) principal: Chiacchio, Simon Skarabone Rodrigues lattes
Orientador(a): Brito, Regina Lúcia Giffoni Luz de lattes
Banca de defesa: Não Informado pela instituição
Tipo de documento: Tese
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: Educação
País: BR
Palavras-chave em Português:
Palavras-chave em Inglês:
Área do conhecimento CNPq:
Link de acesso: https://tede2.pucsp.br/handle/handle/9774
Resumo: This work has as objective to emphasize the fundamental knowledge in teachers training of Brazilian higher education that operate together with the deaf students in classrooms. Not infrequently, the teacher interacts with the student through the services of a translator interpreter, which, in most cases, is unaware of the area of knowledge that he or she will act.The formation of the teacher ahead the thematic and the challenge of ensuring the teaching and learning of deaf students likewise is today the paradigm of inclusive education. In this thesis are featured the fundamental knowledge to bring the teacher close to the pedagogical practice, in the pursuit of a great teaching and learning quality in education of deaf students. The methodological assumptions used in this research are led by qualitative approach. The technical procedures for the design of this study embody in bibliographic research, basedon the analysis of national and international documents on the subject, as well as were performed, for the survey of qualitative data, individual interviews with teachers who have deaf students in the classroom. Data collected through interviews brought areflective analysis in relation to the challenges and educational needs of deaf students. The exploratory research has enabled to ratify some of knowledge practiced in promoting the learning of deaf student, described in documents of the Ministry of Education, Secretary of Special Education, and to promote such practices as well as in the context of Brazilian higher education.The results presented in this thesis, at the first moment, may promote new dialogs in the pedagogical practice, considering the inclusive education for "everybody and everyone