Surdez, bilinguismo e inclusão : entre o dito, o pretendido e o feito
Maria do Socorro Correia Lima
TESE
Português
(Broch.)
T/UNICAMP L628s
Campinas, SP : [s.n.], 2004.
261p. : il.
Orientador: Maria Laura Trindade Mayrink-Sabinson
Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
Resumo: O eixo central da discussão surgiu da necessidade de dirigir o olhar ao cenário que compõe o contexto escolar para analisar a chamada prática de bilingüismo do surdo que tem sido implantada, em escolas da rede pública, que trabalham com a proposta de inclusão. O presente estudo, de natureza...
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Resumo: O eixo central da discussão surgiu da necessidade de dirigir o olhar ao cenário que compõe o contexto escolar para analisar a chamada prática de bilingüismo do surdo que tem sido implantada, em escolas da rede pública, que trabalham com a proposta de inclusão. O presente estudo, de natureza etnográfica, foi conduzido em duas escolas com dezenove alunos surdos profundos, dentre os quais oito (8) estavam matriculados na primeira escola e onze (11) na segunda. Todos os alunos eram pertencentes à classe sócio-econômica baixa. Para a configuração desta pesquisa, optei, como referencial teórico, pela vertente sóciohistórica, na qual procuro elementos norteadores para circunscrever a temática deste estudo. Os dados apresentados, nesta pesquisa, foram coletados em dois momentos distintos: na primeira escola, a coleta foi iniciada no segundo semestre de 2000, durante o período de 18/08/00 à 30/11/00. Já na segunda escola, teve início em junho e se estendeu até dezembro de 2001. Foram utilizados como recursos metodológicos os seguintes: observações em salas de aula (regular e de apoio); registro através de vídeo-tape de algumas atividades desenvolvidas pelos alunos surdos com as professoras ouvintes, os colegas (ouvintes e/ou surdos) e o instrutor surdo; questionário aberto aplicado às professoras e ao instrutor surdo, com o intuito de coletar informações sobre suas visões de inclusão, educação bilíngüe e de aluno surdo; algumas atividades escolares, realizadas pelos alunos surdos; Investigação de dados em prontuários da escola; diário de notas de campo; entrevista semi-estruturada com a pedagoga responsável pela orientação prestada aos professores envolvidos com o trabalho pedagógico na escola; entrevista semi-estruturada com uma professora do ensino regular. As observações/filmagens realizaram-se tanto na sala de aula de apoio como na sala de aula regular (Ensino Fundamental). As observações e as filmagens priorizaram três tipos de situações interativas nas escolas: 1) Instrutor surdo e aluno surdo; 2) Professora ouvinte, aluno surdo e alunos ouvintes; 3) Professora ouvinte, instrutor surdo e aluno surdo. Procuro, nesta pesquisa, problematizar as tensões instauradas na educação de surdos para, a seguir, analisar a situação de bilingüismo que há (ou não) nas escolas investigadas. É, portanto, desse contexto e dessa prática escolares, que me proponho a tecer algumas reflexões sobre a chamada educação bilíngüe para alunos surdos que está sendo implementada, em especial, na escola qualificada como inclusiva
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Abstract: The central theme of this study emerged from my interest in verifying the practice of bilingualism of deaf people that is being introduced in inclusive schools, which work, at least at the discourse level, with bilingual education in the classroom. A descriptive-exploratory ethnographic...
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Abstract: The central theme of this study emerged from my interest in verifying the practice of bilingualism of deaf people that is being introduced in inclusive schools, which work, at least at the discourse level, with bilingual education in the classroom. A descriptive-exploratory ethnographic study was conducted at a public school with nineteen (19) deaf students, of which eight (8) were matriculated in the first school and eleven (11) were at
second school. The presented data were collected in two distinct moments: in the first school the collection was initiated in the second semester of 2000, during the period of 18/08/00 to 30/11/00. In the second school, it has initiated in June and ended in December of 2001. Methodological resources used were: Classroom observation (regular and support); video tapes including activities developed by deaf students with their hearing teachers, classmates (hearing and/or deaf), and the deaf instructor; questionnaires given to teachers and the deaf instructor, in order to gather information on their opinions about inclusion, bilingual education and deaf students; some school activities made by deaf students; data gathering from the school dossiers; field notes; semi-structured interviews with the pedagogue responsible for the guidance provided to the teachers involved in the pedagogical work in both schools; semi-structured interview with a regular school teacher. The observations/footage were made in both classrooms - regular and support (Elementary School). The observations and footage focused on three types of interactive situations in both schools: 1) Deaf instructor and deaf student; 2) Hearing teacher, deaf student and hearing students; 3) Hearing teacher, deaf instructor and deaf student. In this research I intend to discuss the issues within the deaf education, in order to analyze the bilingualism situation that exists or not in both schools.
So, I intend to discuss about this so entitled bilingual education for deaf students that is being implemented, especially, in the school qualified as inclusive Ver menos
second school. The presented data were collected in two distinct moments: in the first school the collection was initiated in the second semester of 2000, during the period of 18/08/00 to 30/11/00. In the second school, it has initiated in June and ended in December of 2001. Methodological resources used were: Classroom observation (regular and support); video tapes including activities developed by deaf students with their hearing teachers, classmates (hearing and/or deaf), and the deaf instructor; questionnaires given to teachers and the deaf instructor, in order to gather information on their opinions about inclusion, bilingual education and deaf students; some school activities made by deaf students; data gathering from the school dossiers; field notes; semi-structured interviews with the pedagogue responsible for the guidance provided to the teachers involved in the pedagogical work in both schools; semi-structured interview with a regular school teacher. The observations/footage were made in both classrooms - regular and support (Elementary School). The observations and footage focused on three types of interactive situations in both schools: 1) Deaf instructor and deaf student; 2) Hearing teacher, deaf student and hearing students; 3) Hearing teacher, deaf instructor and deaf student. In this research I intend to discuss the issues within the deaf education, in order to analyze the bilingualism situation that exists or not in both schools.
So, I intend to discuss about this so entitled bilingual education for deaf students that is being implemented, especially, in the school qualified as inclusive Ver menos
Pereira, Maria Cristina da Cunha, 1945-
Avaliador
Coudry, Maria Irma Hadler, 1949-
Avaliador
Cavalcanti, Marilda do Couto, 1948-
Avaliador
Alkmim, Tania Maria, 1949-
Avaliador
Françozo, Edson, 1951-
Avaliador
Possenti, Sírio, 1947-
Avaliador
Surdez, bilinguismo e inclusão : entre o dito, o pretendido e o feito
Maria do Socorro Correia Lima
Surdez, bilinguismo e inclusão : entre o dito, o pretendido e o feito
Maria do Socorro Correia Lima
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