Detalhes bibliográficos
| Ano de defesa: |
2009 |
| Autor(a) principal: |
Martins, Carlos Roberto |
| Orientador(a): |
Nogueira, Sandra Vidal |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Centro Universitário La Salle
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação (PPGEdu)
|
| Departamento: |
Não Informado pela instituição
|
| País: |
BR
|
| Palavras-chave em Português: |
|
| Link de acesso: |
http://hdl.handle.net/11690/874
|
Resumo: |
This research aims at the perception of academics of Pedagogy and Psychoeducation of the Centro Universitário La Salle – UNILASALLE – Canoas/RS on the curricular component LIBRAS (Brazilian Signs Language), which was introduced in 2008 in the curricula of these courses by the Decree 5.626 of 22 December 2005. Therefore, the research shows the entire historical context of origin of Sign Language till its formalization and compulsory inclusion in the curricula of higher education and more specifically some interfaces of pedagogic situations in UNILASALLE. The research was conducted from a semi-structured interview consisting of ten questions through a qualitative and participant research, while it was established a communicative relationship with the academics and interacting by a filmed interview providing a reciprocal relationship between the interviewer and the interviewed. The survey was conducted in a qualitative way and from this interview it was done an evaluation of responses, with the idea not only to describe, but to reflect on what has been described. The research is relevant and important because it deals with the insertion of LIBRAS as a curriculum component, which is a new situation in academia. The perspective was to seek answers about the teaching practice component of LIBRAS promoting reflection on its teaching in courses in Higher Education. |
