Detalhes bibliográficos
| Ano de defesa: |
2017 |
| Autor(a) principal: |
Lisboa, Tânia Rodrigues
 |
| Orientador(a): |
Silva, Ana Paula Berberian Vieira da |
| Banca de defesa: |
Guarinello, Ana Cristina,
Finau, Rossana |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Tuiuti do Parana
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| Programa de Pós-Graduação: |
Mestrado em Distúrbios da Comunicação
|
| Departamento: |
Distúrbios da Comunicação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Resumo em Inglês: |
Recent studies in Brazil indicate a greater presence of deaf people in Brazilian higher education institutions and demonstrate the successful struggle by this population to gain access to this space, which was rare in the past. Such a panorama makes possible reflections about the accessibility in these educational institutions, as well as academic bases consistent with the studies / research focused on deafness. With respect to translators and interpreters of Brazilian Sign Language and Portuguese (TILSP) and university instructors, it is necessary to clarify that both should share and construct meanings and knowledge via partnership, since both groups are responsible for developing a common plan that considers each deaf student and his or her individual characteristics. From this, it is necessary to reflect on the relationship built between teacher / deaf student / TILSP, in which all the subjects constitute themselves as interlocutors of the teaching-learning process, assuming assignments in a dynamic process, in which each one represents its role within of the classroom. With this in mind, the objective of this study is to analyze how TILSP are seen by a group of teachers at higher education institutions in Curitiba, Paraná. Brazil. The research sample includes responses to a semi-structured interview applied to 14 teachers who work in two higher education institutions in the city of Curitiba and have or have had deaf students in their classes, accompanied by a professional TILSP. The interviews were recorded and then transcribed and categorized; they were analyzed through content analysis, which uses systematic procedures to describe the content of the messages in order to search for indicators that group the participants’ statements by main themes. Two themes were identified in this study: 1) The teachers’ vision of the role/function of the TILSP: in general, and in relation to the deaf student, the teacher, and the class; and 2) the relationship between the teacher and the TILSP. The results indicate that in the process of accessibility for deaf students in higher education, it is essential to define the role of each professional with whom these students work, in partnerships based on mutual trust and the exchange of information about academic content as well as strategies to increase autonomy on the part of the deaf individual. |
| Link de acesso: |
http://tede.utp.br:8080/jspui/handle/tede/1244
|
Resumo: |
Recent studies in Brazil indicate a greater presence of deaf people in Brazilian higher education institutions and demonstrate the successful struggle by this population to gain access to this space, which was rare in the past. Such a panorama makes possible reflections about the accessibility in these educational institutions, as well as academic bases consistent with the studies / research focused on deafness. With respect to translators and interpreters of Brazilian Sign Language and Portuguese (TILSP) and university instructors, it is necessary to clarify that both should share and construct meanings and knowledge via partnership, since both groups are responsible for developing a common plan that considers each deaf student and his or her individual characteristics. From this, it is necessary to reflect on the relationship built between teacher / deaf student / TILSP, in which all the subjects constitute themselves as interlocutors of the teaching-learning process, assuming assignments in a dynamic process, in which each one represents its role within of the classroom. With this in mind, the objective of this study is to analyze how TILSP are seen by a group of teachers at higher education institutions in Curitiba, Paraná. Brazil. The research sample includes responses to a semi-structured interview applied to 14 teachers who work in two higher education institutions in the city of Curitiba and have or have had deaf students in their classes, accompanied by a professional TILSP. The interviews were recorded and then transcribed and categorized; they were analyzed through content analysis, which uses systematic procedures to describe the content of the messages in order to search for indicators that group the participants’ statements by main themes. Two themes were identified in this study: 1) The teachers’ vision of the role/function of the TILSP: in general, and in relation to the deaf student, the teacher, and the class; and 2) the relationship between the teacher and the TILSP. The results indicate that in the process of accessibility for deaf students in higher education, it is essential to define the role of each professional with whom these students work, in partnerships based on mutual trust and the exchange of information about academic content as well as strategies to increase autonomy on the part of the deaf individual. |
