Ela não olha pra gente: o coditiano escolar de jovens surdos no ensino médio

• Ano de defesa: 2018
• Autor(a) principal: Thais Alvim Victorino
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Surdez; Educação inclusiva; Juventude; Ensino médio; Surdos Educação; Educação; Educação especial; Deficientes auditivos Educação; Professores e alunos
• Link de acesso: http://hdl.handle.net/1843/BUOS-B4ZP9Z

The present research aims mainly at understanding what are the meanings assigned to the school experience by young deaf people enrolled in a high public school. For this purpose, this study arises from some guiding principles, such as: what is the relationship between the subjects attend classroom (deaf and hearing)? What is the relationship between the deaf students and their teacher? Which meaning do they assigned to attend school? What relationship do they assigned to the school knowledge? We opted for this research accomplishment, a (BECKER, 1993) case study, which considers the participant observation, interviews with semi-structured script (BURGESS, 2010) and a questionnaire application. The school is located in the city of Belo Horizonte, state of Minas Gerais which is a public school. The sample was composed by two classes which were followed-up in a period of roughly 7 months, a total of 10 deaf students from those 7 were women and 3 male. The monitoring points out, among other aspects, the deaf students set very limited relationships comparing to the other hearings due to the school structure and this, relationship is highlighted by the prejudice in one of the followed-up class. Concerning to the teachers, the relationship is poor and is done by the interpreter mediation in almost all the situations. The relationship with the school knowledge seems to have a pragmatic nature, since the applied methodologies direct the importance to be approved and not towards to knowledge itself. Therefore, some activity done in class, for instance, only become important if it is scored, what seems to difficult the setting-up of the meaning of knowledge and, consequently, the classes. Face to this reality, we have found limitations in several aspects of the inclusion policies, what seems to entail significant losts at the school deaf students life, as concerning to the contents as well as to their sociability. Finally, it seems to have alleged inclusion, when, actually, there are evidences these students are excluded inside the school institution