Detalhes bibliográficos
| Ano de defesa: |
2018 |
| Autor(a) principal: |
BASTOS, Eulânia Maria Ramos
 |
| Orientador(a): |
ZAQUEU, Lívia da Conceição Costa
|
| Banca de defesa: |
ZAQUEU, Lívia da Conceição Costa
,
ARANHA, Marize Barros Rocha
,
PINHEIRO, Nadja Carolina de Sousa
|
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal do Maranhão
|
| Programa de Pós-Graduação: |
PROGRAMA DE PÓS-GRADUAÇÃO EM GESTÃO DE ENSINO DA EDUCAÇÃO BÁSICA
|
| Departamento: |
DEPARTAMENTO DE EDUCAÇÃO II/CCSO
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
|
| Link de acesso: |
https://tedebc.ufma.br/jspui/handle/tede/2510
|
Resumo: |
This research had as objective to investigate the methodologies of reading teaching in Portuguese Language, used by the instructors of Libras with the deaf students in the Specialized Educational Service - AEE, with a view to an intervention. This is an exploratory study of participant research, whose approach was quanti-qualitative through intervention-type action research. This is an exploratory applied study using a quali-quantitative approach through an interventional action research. The investigation was carried out at the Specialized Educational Assistance Integrated Center Maria do Carmo Viana Neiva –Timon – MA. Participant subjects 7 deaf students and 3 Libras teachers. As research instruments, in addition to the observational script, we applied the Sentence Reading Comprehension Subtest to the students and a semi-structured interview to the teachers. For this research materialization, didactic sequences were created and applied intending to develop deaf students’ Portuguese written sentences reading comprehension. The activities were planed considering the students’ fluency in Brazilian Sign Language as well as in Portuguese. We found obstacles related to some aspects during the activities’ implementation such as: short time for the interventional proposal application, students’ lack of fluency in both languages and their low attendance to the AEE. At first, we have noticed the need to introduce Libras basic notions before applying the written sentences reading activities in Portuguese. The results have shown that the pedagogical interventional process contributed to the deaf students’ reading comprehension skills since all of them have improved their after the interventions. The methodologies developed by the Libras teachers have helped the deaf students’ written sentences reading acquisition in Portuguese. For that matter a handout containing applied didactic sequences and other interventional suggestions was created as a final product. This material has playful and simple activities, suitable for any Libras teacher in the AEE, helping them to develop their students’ reading comprehension skills in Portuguese Language. |
