O ensino de Língua Brasileira de Sinais para crianças ouvintes e surdas : conteúdo e recurso para o desenvolvimento humano

• Ano de defesa: 2012
• Autor(a) principal: Marques, Hivi de Castro Ruiz
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Maringá; Brasil; Departamento de Psicologia; Programa de Pós-Graduação em Psicologia; UEM; Maringá, PR; Centro de Ciências Humanas, Letras e Artes
• Palavras-chave em Português: Ensino de Libras; Psicologia histórico-cultural; Surdez; Educação infantil; Brasil.; Libras teaching; Cultural-Historical Psychology; Deafness; Early Childhood Education; Brazil.; Ciências Humanas; Psicologia
• Link de acesso: http://repositorio.uem.br:8080/jspui/handle/1/3058

This study results of bibliographic research and practical intervention with hearer and deaf children from Municipal Education System of Maringá, in the perspective of Cultural-Historical Psychology (PHC). In general, the goal was, under PHC, characterize Brazilian Sign Language (Libras) teaching in early childhood education as a resource in mediation among deaf and hearer children, identifying the importance of this teaching to the inclusion. We hypothesized that Libras teaching is based on resource and content and may promote children development in language aspect and psychomotor field, raising their awareness for the intended inclusive education. This proposal was justified by scarce publication about this theme and, so far, the special and inclusive education has been based on its majority by others theoretical perspectives. We observed that, currently in Brazil, the researchers who rely on PHC dedicate themselves to propositive investigations focused on applied research - in previous decades the attention was more for studies of fundaments and approach methods. As development, PHC considers that verbal language is important to superior psychological functions (FPS). It's necessary quality mediations in order to children appropriate themselves on verbal language and what they communicate, as it revolutionizes the development, raising it to more complex levels. We understand that Libras enables the FPS formation in deaf and hearer human beings, such as another language which conducts the language. The methodology involved study of primary (Soviet publications) and second sources (recent publications about Soviet defectology, Libras and language teaching). The practical study involved the development and implementation of a Libras teaching proposal for a classroom of hearer and deaf children of Early Childhood Education. The work was carried out from 05/09 to 07/27/2012, in a total of 40 hours in classroom, interviews with teacher, interpreter and pedagogue for observation and class report about its development, totalizing 10hours. As results, we verified the possibility of hearer and deaf children development, regarding to the language and psychomotricity, enabling Libras teaching as a second language, while content and resource, for hearer children. The use and domain of Libras may constitute in a privileged resource to encourage communication among deaf children and the hearer ones. Thus, we concluded that it's necessary to enhance the teaching, which requires that regulated legislation is complied. It is also considered essential that this language reaches the initial and continued teachers training, by implementing Decree-Law 5.626/2005. But for these implementations, it's necessary that Libras is an alive language for the communication among people. It must be in all areas of school education. It's not a privilege, but constitutes in a fundamental element to whom is deaf and an aggregator one for the hearer in his process of generic formation, as cultural man.