O processo de ensino-aprendizagem de Língua Portuguesa por parte de crianças surdas na escola comum: desafios na rede pública de ensino de Belo Horizonte – MG

• Ano de defesa: 2019
• Autor(a) principal: Elayne Cristina Rocha Dias
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; FAE - FACULDADE DE EDUCAÇÃO; Programa de Pós-Graduação em Educação e Docência; UFMG
• Palavras-chave em Português: Surdos; Ensino-aprendizagem; Língua Portuguesa; Libras; Escola comum; Educação; Educação inclusiva; Língua brasileira de sinais; Surdos - Educação; Língua portuguesa (Ensino fundamental); Aprendizagem; Ensino
• Link de acesso: http://hdl.handle.net/1843/35497; https://orcid.org/0000-0001-6181-1710

The process of teaching and learning Portuguese language on the part of deaf children in the regular school: challenges in the public school system of Belo Horizonte - MG. Belo Horizonte. 2019. Dissertation (Professional Master in Education and Teaching) - Postgraduate Program in Education and Teaching, Belo Horizonte. This current study analises the role, difficulties and possibilities from elementary teaching I, 5th grade specifically, from observation of strategies adopted in the teaching of Portuguese language to deaf students into inclusive education model in Belo Horizonte municipal public schools. To that end some authors in Special Inclusive Education in history, policy and concept fields are used as references. Such as: CARDOSO (2003), CAPELLINI (2004); DAMÁZIO (2007); LOURENÇO (2013); MOURA (2000); among other authors along with national and international documents. The choice of the expression “Deaf” with capital “D” is given by reference to the linguistic and cultural identity of the individuals in this condition. A qualitative research was conducted, in two schools, through the non-participant observation of the 5th grade Portuguese Language classes, the Specialized Educational Attendance room (AEE) and in the playground during break time; semi-structured interviews with two Portuguese language teachers of the 5th grade were applied; two teachers of ESA; two Libras translators/ interpreters; two Deaf students and their respective mothers. Infrequency, illness and demotivation on the part of these students were noticed; structure of the classes that are not adequate to the linguistic specificities of these subjects, being limited to the translation in Libras of the teachers' speeches; disregarding of cultural aspects and Deaf identity, essential to development and school learning; absence of Collaborative Work among the professionals responsible for the students' teaching-learning processes - Portuguese Language teacher, translator/ interpreter, ESA teacher and Libras instructor. This research points to the need for guidelines and resources that aim to contribute to teachers of regular classes, which have deaf children, to have a better understanding of these subjects, in such a way as to not be limited to the use of mechanical translation resources - from Portuguese to Libras. Beyond the presence of translators / interpreters in the classroom, the importance of considering the socio-linguistic particularities, as well as the global reading of these subjects, is emphasized, so that it is possible to create a learning space with more adequate resources and planning. In this sense, the educational product constituted from this research resulted in the elaboration of a material corresponding to an Individualized Development Plan - PDI, together with three (03) short courses; focusing on the orientation of a Collaborative Work among Portuguese Language teachers, ESA teachers and other specialized professionals of the school, considering pedagogical, cultural and subjective aspects of Deaf students