A singularidade visuo-espacial do sujeito surdo : implicações educacionais

AUTOR(ES)
DATA DE PUBLICAÇÃO

2009

RESUMO

This study discusses the uniqueness of the visuo-spatial deaf subject and its implications in the educational context. The research aims to understand the development processes of the deaf subject, especially regarding the aspects of learning, from their specific visuospatial. Thus, we analyze the singularities that constitute the educational process of these students, examining the methodologies that support their learning. The intention is to understand how the visuo-spatial experiences of deaf students are treated regarding to teaching strategies used. The participants are students and teachers from a public school in Brasilia/DF of Primary school/Initial Series, with a total of five teachers, fourteen deaf students and forty-five students listeners. This study is based on the reference of Lev Vygotsky Semenovitch, specifically in one known as Studies of Defectologia and their relationships in the scope of deafness. We begin in the categories of compensation and winding paths, developed by him, as well as the theoretical framework of the field of deafness and their contributions to our eye. This work is supported by an Qualitative Epistemology and uses microgenetic analysis in the processing of informations obtained in the empirical study. The results pointed to the uniqueness of visual-spatial deaf learners as the result of its compensatory mechanism and the need for a pedagogical and bilingual work of quality, anchored in the winding roads built by the deaf students.

ASSUNTO(S)

ensino fundamental trabalho pedagógico educação de surdos caminhos de rodeio winding paths, pedagogical work compensação compensation educação education, elementary education, education of the deaf, visual-spatial singularity educacao singularidade visuo-espacial

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