Práticas pedagógicas na educação de surdos : análise crítica do discurso de professores da educação básica

• Ano de defesa: 2017
• Autor(a) principal: Silva, Alecrisson da
• Orientador(a): Pedrosa, Cleide Emília Faye
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Letras
• Palavras-chave em Português: Análise do discurso; Análise crítica do discurso; Educação inclusiva; Surdos; Educação; Professores de educação especial; Política inclusiva; Alunos surdos; Docentes
• Palavras-chave em Inglês: Critical discourse analysis; Inclusive policy; Deaf students; Teachers
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES
• Link de acesso: http://ri.ufs.br/jspui/handle/riufs/8202

The inclusion of deaf students in regular schools has been the object of political effort, at least regarding the enactment of laws and decrees (Law 10.436; Decree 5.626, among others). However, the pedagogical reality does not follow what is required by law. That is because, among other factors, many teachers did not receive communication training in Brazilian Sign Language (Libras). In the light of this situation, the following questions arise: how does communication between teachers and deaf students who both do not dominate Libras occur? How do teachers interpret / perform the Inclusion Laws in relation to deaf students? What are the teachers personal positions regarding (their) training and preparation to attend inclusive education concerning getting ready to work with deaf students? Based on these questions, the present research aims to analyze how the discourses from teachers who have experienced contact with deaf students, without knowing Libras, portray their pedagogical practices and school, family, government and their own social commitments, through the discourses from teachers who are daily with deaf students, in the municipality of Coronel João Sá - BA. The research corpus was consisted of eight statements from teachers who taught deaf students in 2015 without any knowledge of Libras. The descriptive / interpretative methodology (MAGALHÃES, 2001) was used to analyze the discourses of teachers who have worked with deaf people in the two selected schools. The speeches were collected from a semi-structured questionnaire. This research is supported by various theoretical contributions, such as Critical Discourse Analysis (FAIRCLOUGH, 2008), Sociological and Communicational Approach to Discourse - ASCD (PEDROSA, 2012), Systemic-Functional Grammar, especially by the processes of the Appraisal System (WHITE, 2005) and the Education of the Deaf (DORZIAT, 2011). The investigation results showed that what is provided in the law regarding the guarantees of deaf people’s rights is not being experienced by the students and the teachers.