Um olhar sobre as práticas de ensino em escolas de surdos de Cascavel, Foz do Iguaçu e Toledo no 4º e 5º anos do ensino fundamental

• Ano de defesa: 2018
• Autor(a) principal: Wagner, Katiuscia
• Orientador(a): Boscarioli, Clodis
• Banca de defesa: Zara, Reginaldo Aparecido , Taveira, Cristiane Correia
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Foz do Iguaçu
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino
• Departamento: Centro de Educação Letras e Saúde
• País: Brasil
• Palavras-chave em Português: Educação bilíngue; Práticas pedagógicas; Escola de surdos; Adaptação de materiais
• Palavras-chave em Inglês: Bilingual education; Pedagogical practices; Deaf school; Material adaptation
• Palavras-chave em Espanhol: Educación bilingüe; Prácticas pedagógicas; Escuela de sordos; Adaptación de materiales
• Área do conhecimento CNPq: EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: http://tede.unioeste.br/handle/tede/4383

This research, which focus on the bilingual deaf education, aims on investigating if the teachers that work on these bilingual schools for deaf are being able to perform methodologic didactic adaptations to teach Portuguese as a second language for the Elementary School deaf in the Deaf Schools in the cities of Cascavel, Toledo and Foz do Iguaçu – Paraná – Brazil and the methodologic strategies and practice on their class planning. The motivation for this paper came from my personal experience as a deaf in my school life. In 2017 teachers and deaf students from the schools ACAS, APASFI and APADA have been interviewed, and also, on the first two schools, Portuguese classes have been watched, certifying the understanding of the deaf education and the methodologic-didactic adaptations accomplished by them in the bilingual education proposal to attend the educational singularities from these students. As a suggestion from the result of this research, an afterthought about the educational practices for deaf, highlighting the points that influence on the deaf learning process and the adaptations necessary for this teaching. We hope the teachers understand that the new methodologies can be more effective on their classes for deaf children.