Processos avaliativos e os mecanismos de avaliação da aprendizagem de surdos no âmbito da pós-graduação

• Ano de defesa: 2024
• Autor(a) principal: Leite, Letícia de Sousa
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Estudos Linguísticos
• Palavras-chave em Português: Avaliação formativa para surdos; Educação linguística de surdos; Ensino e aprendizagem de surdos; Formative assessment for the deaf; Linguistic education for the deaf; Teaching and learning for deaf; CNPQ::LINGUISTICA, LETRAS E ARTES; Literatura; ODS::ODS 4. Educação de qualidade - Assegurar a educação inclusiva, e equitativa e de qualidade, e promover oportunidades de aprendizagem ao longo da vida para todos.
• Link de acesso: https://repositorio.ufu.br/handle/123456789/43575; http://doi.org/10.14393/ufu.te.2024.5510

The main theme of this research focuses on the evaluation process and the mechanisms for assessing deaf learning in the context of postgraduate courses. In this thesis, we sought to analyze how the evaluation processes applied to deaf doctoral students in the Graduate Program in Language Studies at the Federal University of Uberlândia between 2020 and 2024 were constituted. The problematic of the study is focused on three guiding questions, naming, (1) Was the evaluation process applied to deaf people the same applied to hearing people? (2) How has the perspective of assessment as a continuous and inseparable action of the educational act impacted on the learning and performance of deaf students? and (3) Do the evaluation processes adopted in this course comply with the legislation regarding the adoption of assessment mechanisms consistent with second language learning in the correction of assessment activities? The methodology adopted is based on the interpretivist qualitative paradigm, whose methodological procedure uses documentary research and case studies. As for the theoretical-methodological framework, the study is circumscribed in the bibliographic review of the subject of study, namely texts referring to learning assessment, in general terms, and to the assessment of deaf students in the context of language teaching in postgraduate courses. We believe in the need to collaborate with linguistic studies on the assessment of deaf learning by highlighting certain gaps observed in the assessment practices applied to these learners, as they do not take into account their linguistic condition. Another justification lies in the urgent need to contribute to aspects of assessment for the deaf through a proposal that values the way these students mobilize their skills and reflects their real performance based on an inclusive assessment process with a teaching methodology that favors the visual aspect and considers sensory and linguistic singularities. The contours and direction of this discussion reinforce the level of excellence of the PPGEL - UFU among the stricto sensu postgraduate programs in Brazil, as it has a teaching staff that, according to the data, is committed to understanding how the learning process of the deaf takes place, and seeks to create strategies to make use of imagery resources in order to signify abstract concepts and take into account their visual and spatial characteristics. It is our expectation that this thesis will stimulate the development of alternative mechanisms for assessing the learning of deaf people aligned with an interface that privileges their linguistic condition from a bilingual perspective and is not based on hearing sociocultural standards.