A formação continuada e o tradutor intérprete de libras/português no contexto educacional do Paraná
| Ano de defesa: | 2021 |
|---|---|
| Autor(a) principal: |
Mazacotte, Roberto Bernal
 |
| Orientador(a): |
Góes, Eliane Pinto de
|
| Banca de defesa: |
Amanto, Laura
,
Lunardelli, Mariangela Garcia
, |
| 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: | |
| Palavras-chave em Inglês: | |
| Área do conhecimento CNPq: | |
| Link de acesso: | https://tede.unioeste.br/handle/tede/6795 |
Resumo: | When talking about formal education for the deaf, it is very common that the first image that comes to mind is the figure of the Libra/Portuguese Interpreter Translator - TILS. In Brazil, currently the area that most demands the activity of TILS is the school context of teaching, in this case inclusive schools. The TILS have a recent history as a basis for their initial training, a good portion of the TILS in activity had their training paths empirically, in the most diverse contexts of activity. The continuing training for education professionals is provided in law and a duty of the state. Assuming the continuing education as a privileged place for the construction and dissemination of knowledge, this research deals with the following question: What is the representation of the TILS in the educational context about their work in relation to the continuing education they receive from the Department of Education and Sport – SEED-PR? In an attempt to broaden the understanding of this issue, this research aimed to comprise the representation that TILS education professionals have of their role in the continuing education offered by SEED-PR, as well as to characterize historically and politically the insertion of TILS in public schools of Paraná and discuss continuing education as a possible way to advance the quality of education for deaf people in Paraná. This research is inscribed in the theoretical field of Deaf Studies that emerged in organized deaf movements and in the midst of intellectuality influenced by the theoretical perspective of Cultural Studies. This is a study with a qualitative approach, of a basic, exploratory nature, with two procedural proposals: document analysis and field research. The research developed was organized into four fundamentals chapters, the first dealing with methodological aspects, the second presents a historical presentation of deaf education, the third focuses on the discussion of continuing education and the fourth and last chapter brings the TILS that work in the context of education in Paraná through a brief theoretical and historical report and analysis of data generated in field research. Deaf education is the subject of debate and necessary continuing education for TILS and its other actors, it is a collective demand because it carries with it the understanding of who TILS is, the school and its organization for effective teaching. |