Adaptações Curriculares Na 'Inclusão' Escolar De Alunos Surdos: Intervenções Colaborativas.

• Ano de defesa: 2018
• Autor(a) principal: Pinheiro, Lucineide Machado [UNIFESP]
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Paulo (UNIFESP)
• Palavras-chave em Português: Inclusion; Deaf Student; Curricular Adaptations; Inclusão; Aluno Surdo; Adaptações Curriculares
• Link de acesso: https://sucupira.capes.gov.br/sucupira/public/consultas/coleta/trabalhoConclusao/viewTrabalhoConclusao.jsf?popup=true&id_trabalho=6390876; https://repositorio.unifesp.br/handle/11600/52625

The Present Study, Embodied In The Intersection Of Education, Social-Historical-Cultural Psychology And Applied Linguistics, Investigates Whether And How The Curricular Adaptations Have Been Implemented In Regular Schools Where Deaf Students Are Enrolled, Based On The Premise That, Regarding Educational Inclusion, It Is The Social Environment That Must Be Adjusted And Offer Educational Responses To The Characters, Abilities And Interests Of The Students. Therefore, It Is Necessary To Change The Teaching Methodologies, Invest In Teacher Education Programs And Develop Curricular Adaptations That Come Forward As Social Compensation Instruments (Vygotsky, 1924 - 1997) To Enable Access To School Knowledge. Supported By Vygotsky's Social-Historical-Cultural Theory (1924 - 1934), By The National Teaching-Learning Policy (Brasil, 2003, 2001, 1996) And By Authors Who Discuss Educational Inclusion And Exclusion (Fidalgo, 2018, 2013, 2006a; Lacerda, 2006) And Other Analogous Subjects, Such As Teaching Portuguese To Deaf