Detalhes bibliográficos
| Ano de defesa: |
2010 |
| Autor(a) principal: |
VICTOR, Carlete Fátima da Silva
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| Orientador(a): |
FERREIRA, Maria Cristina Faria Dalacorte
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal de Goiás
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| Programa de Pós-Graduação: |
Mestrado em Letras e Linguística
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| Departamento: |
Lingüística, Letras e Artes
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| País: |
BR
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://repositorio.bc.ufg.br/tede/handle/tde/2370
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Resumo: |
In this work, I describe the pedagogical practice of an English teacher in a regular and inclusive public school in Goiania-GO with three deaf students. The research was developed in a classroom in which there were three deaf students and thirty-two hearing students. This study is based on Vygotsky‟s Sociocultural theory, inclusive education, deaf education approaches, and foreign language learning studies. In this case study, the data collection and analysis followed the principles of the qualitative research, according to Spradley (1980), Erickson (1985) and André (1995). Based on the results of the data analysis, it was observed that the pedagogical practice of the participant teacher of this study was based on the traditional approach. The data also shows that the teacher tries to change this pattern and to find new teaching strategies in an attempt to improve the students' cognitive and social skills, focusing on their individual characteristics. This research presents a pedagogical practice that recognizes the differences in the learning process of hearing and deaf students. It is hoped that this reflection may help other teachers to think critically about the inclusive process that is happening in our society and rethink their actions and enhance the learning process of their students. |
