Perspectivas e estratégias realizadas por docentes durante a pandemia de covid-19 no atendimento educacional especializado de estudantes surdos.

• Ano de defesa: 2022
• Autor(a) principal: Palavissini, Clarice Fabiano Costa
• Orientador(a): Lima, Dartel Ferrari de
• Banca de defesa: Lima, Dartel Ferrari de , Justina , Lourdes Aparecida Della , Silva , Sandra Salete de Camargo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Cascavel
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação em Ciências e Educação Matemática
• Departamento: Centro de Ciências Exatas e Tecnológicas
• País: Brasil
• Palavras-chave em Português: Crianças surdas; Isolamento social; Aulas remotas; Libras; Recursos tecnológicos
• Palavras-chave em Inglês: Deaf children; Social isolation; Remote classes; Libras; Technological resources
• Área do conhecimento CNPq: Educação em ciências e Educação matemática
• Link de acesso: https://tede.unioeste.br/handle/tede/6094

This research, with a qualitative and exploratory approach, proposes to analyze the perspectives and teaching strategies about the bilingual education of deaf students after school hours offered by professors from the CAS (Portuguese acronym for the Training Centre of Professionals in Education and Care of the Deaf), during the covid19 pandemic period, at the time of the migration to Emergency Remote Education (ERE). Reflecting on the deafness of schoolchildren, the dichotomy between education and health emerges, raising non-pacified questions about this reciprocity. To contribute to this debate, supported by the current literature, it is presented to reflect on how technologies are incorporated in this dichotomous scenario. Accordingly, this study analyzed the strategies used in specialized bilingual educational services, as well as the teaching perspectives of professionals from the municipal CAS, in Cascavel, in the state of Paraná. The narrative review of the literature contributed to the theoretical foundation of this study and established the state of the art on the topic. This review did not seek to deplete the sources of information or apply sophisticated and exhaustive search strategies. The effort was concentrated to highlight perspectives that have received greater or lesser emphasis in the selected literature, allowing the establishment of relationships with previous productions, capable of inferring indicators to elucidate the research problems. The search considered the Latin American and Caribbean Health Sciences Literature (Lilacs), Medical Literature Analysis and Retrieval System Online (Medline), and Google Scholar databases. The descriptors used searched, in the literature, studies that approached the use of Digital Technologies of Information and Communication (DTIC) and its educational aspects for deaf students. The individual behavior of the research participants was known through the application of semi-structured electronic questionnaires. This investigation shows progress in the quality of life of deaf people, whether in the clinical area (material/instrumental) or the educational area (strategic/pedagogical), parallel to the advancement of technologies. The literature review helped to understand that CAS students join the support while still in the Sign Language (SL) acquisition phase, adding this attribution to school learning. Therefore, the work developed at CAS appears to be the right one to assist deaf students in conjunction with the school to solidify the appropriation of knowledge. The adequacy of the SL in the cognitive expansion of the deaf student, associated with the use of materials adapted to the literacy process, seems to be articulated with public policies for the education of the deaf. Thus, there is no way to disagree with the value of bilingual educational support. In this sense, as soon as the diagnosis of childhood deafness is revealed, regardless of the access that the deaf child has to new technologies, we believe it is right that parents receive qualified instructions to encourage the use of SL to deaf children, allowing them to build linguistic knowledge in the appropriate time, mitigating educational delays commonly observed in deaf children. In this way, it is possible to rethink the linguistic, social, cultural, and economic differences that may interfere with the school life of deaf children and their families.