Do Pensar ao fazer nas relações pedagógicas entre os profissionais da educação e os estudantes surdos (as): um estudo de caso em uma escola de Cachoeiro de Itapemirim

• Ano de defesa: 2023
• Autor(a) principal: Passos, Camila do Espirito Santo Ornelas
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Ensino, Educação Básica e Formação de Professores; Centro de Ciências Exatas, Naturais e da Saúde; UFES; Programa de Pós-Graduação Ensino, Educação Básica e Formação de Professores
• Palavras-chave em Português: Relação pedagógica; Estudantes surdos; Comunicação em Libras; Ensino
• Link de acesso: http://repositorio.ufes.br/handle/10/12313

This research seeks to analyze how pedagogical relationships are formed between deaf education professionals and deaf students. The interest in the topic arose due to the researcher's personal empirical observations which indicated that there were initiatives to reduce inequality in the school environment. However, the observations suggested the existence of several situations, problems ranging from the precariousness of pedagogical relationships between the professionals involved to a weakness in mastering Libras, for several TILSP. The objective of this study is comprised of the following steps: identifying the main aspects of the pedagogical relationships between teachers, TILSP and AEE professionals (DA Teacher and Libras instructor) at the researched school; investigate how planning interferes with student assistance and understand, from the students' statements, some clues about pedagogical articulation and its contribution to their learning. The theoretical framework of this study is based on the concepts of Vygotsky (1997) in the field of deaf students in the socio-interactionist and historical-cultural context. In the work methodology, we used a qualitative study, of the case study type, and interviewed each participant individually. Afterwards, the data were analyzed following the content and experience analysis criteria. The result showed us a weakness in mediation, in the pedagogical relationship, in daily planning, in Libras communication, in curricular adaptation, in the interaction of deaf students with other students and in continued training aimed at the education of the deaf. Given these signs, it is necessary to change some practices in the educational environment so that students can develop fully. This will also contribute to the creation of more effective public policies in the area of linguistics.