Educação de surdos : estudo bibliométrico de teses e dissertações (2010-2014)

• Ano de defesa: 2017
• Autor(a) principal: Ramos, Denise Marina
• Orientador(a): Hayashi, Maria Cristina Piumbato Innocentini
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação Especial - PPGEEs
• Palavras-chave em Português: Educação de surdos; Análise bibliométrica; Produção científica; Teses e dissertações
• Palavras-chave em Inglês: Deaf education; Bibliometric analysis; Scientific production; Thesis and dissertations
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufscar.br/handle/ufscar/8830

The issues related to the deaf education have gained significant prominence in political and educational debates in recent years, impacting on the academic researches agenda in this field. Thus, this research sought to elaborate a state of knowledge about the deaf education based on academic researches of masters and PhD defended in graduate programs in Brazil between 2010 and 2014. This work is a bibliometric approach and was chosen as source information the Brazilian Digital Library of Thesis and Dissertations. According to the criteria of inclusion and exclusion established, it was analyzed 62 master’s dissertations and 8 PhD’s thesis in detail. In summary, the results indicated: a decrease in the number of productions in 2014, averaging 50% less, despite a constant distribution in previous years; higher frequency of dissertations from academic masters; higher concentration of dissertations and thesis in the Southeast and South regions of the country, in public higher education institutions, specially for Federal University of São Carlos, and in the areas of Human Sciences and Linguistics, Literature and Arts; lack of graduate scholarships; prevalence of authors and advisors from female gender and a remarkable number of deaf authors, totalizing 5 authors. It was also observed that most of dissertations and thesis were based on a socio-anthropological perspective of deafness and approached topics such as: inclusion, language, educational interpreter, teacher training and bilingual school/education. The studies approached from the investigated reality through qualitative methods and techniques and focused, specially, regular inclusive schools and their main actors, such as deaf and listeners students, listening teachers, educational interpreters and management team. It was also observed an analogous percentage of studies that pointed out, on the one hand, the regular school, and on the other, a specific school or classroom for the deaf students, as the most appropriate place for their schooling, revealing that the question of the “place” of deaf education is still controversial. Lastly, the main results and considerations about of the dissertations and thesis pointed to weaknesses in the educational service of deaf students, especially in regular contexts. In this way, given the scenario presented, it is expected that future research deepen the investigated themes in order to understand all its complexity, contemplate the gaps observed and most importantly, indicate ways to improve the quality of deaf education in our country, whether in regular schools or in specific schools or classrooms for deaf students according to a bilingual perspective.