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vol.10A DIFERENCIAÇÃO PEDAGÓGICA NO CONTEXTO DA EDUCAÇÃO INCLUSIVAAS EXPERIÊNCIAS COM O ENSINO E A APRENDIZAGEM DE MATEMÁTICA DOS MEDALHISTAS CEGOS DA OLIMPÍADA BRASILEIRA DE MATEMÁTICA DAS ESCOLAS PÚBLICAS (OBMEP) índice de autoresíndice de assuntospesquisa de artigos
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Revista Exitus

versão On-line ISSN 2237-9460

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CALIXTO, Hector Renan da Silveira; RIBEIRO, Amélia Escotto do Amaral  e  RIBEIRO, Alexandre do Amaral. CHALLENGES IN THE BILINGUAL EDUCATION OF THE DEAF: the relations that teachers establish with teaching of written Portuguese language for the deaf. Rev. Exitus [online]. 2020, vol.10, e020004.  Epub 28-Mar-2022. ISSN 2237-9460.  https://doi.org/10.24065/2237-9460.2020v10n0id1148.

Only in recent times have actions been proposed aimed at promoting changes in social relations with people with disabilities in an inclusive perspective. Concerning the deafness and the deaf people, from a historical point of view, perceptions move from the concept of deafness as a disease to the idea of difference, oscillating between the characterization of deafness as a restriction and the recognition of the deaf people and his educability and potentialities. The search for methodologies, strategies and educational assistance, aimed specifically at the deaf students, exemplifies the advances of this discussion. In the school context it is relevant to understand the teachers' view of the deafs, their participation in school activities and the specific forms of teaching. This article reflects on this scenario and, more specifically, on teachers who work with deaf students in inclusion situations and which relattions stablish with teaching of written Portuguese language for the deaf. In an exploratory descriptive perspective, narratives of teachers who work with deaf students in the initial years of municipal schools from Baixada Fluminense are analyzed. The categories of analysis are organized from two axes: information about the deaf school learning, and the articulation between beliefs and perceptions about the learning of deaf students. We use the principles of action research, analyzing teachers' narratives. The narratives present elements that evidence teachers' perceptions about the teaching and learning of deaf students in the context of inclusion, pointing to the role that the school plays in the learning of the deaf student and the questions that involve the knowledge and the pedagogical tasks within the school context.

Palavras-chave : Deaf students; Teaching of writting portuguese language; Relations.

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