ExperiÃncias didÃtico-metodolÃgicas de professoreclasse comum/regular com alunos surdos

AUTOR(ES)
DATA DE PUBLICAÇÃO

2006

RESUMO

Over the last years, the school has been a place of various theoretical discussions, among which, the debate whether to include students with disability or not. In this sense, inclusion is a fundamental field for the understanding the teaching practice of teachers of deaf students in regular classes. Therefore, this study has researched the didactic-methodological strategies used by the teachers of deaf students in regular classes, in Camaragibe-PE. To do so, this study used for data collection, observations in classes from the 1st to 4th grades of elementary school, as well as interviews with teachers of deaf students in those classes, and notation on diary of field. The interviews, were done in order to explicit the strategies used to teach deaf students, as well as to present the feelings, the difficulties and the advances brought by the teachers of those students. This work based its conclusions on the inclusive theory, bringing to light the knowledges, reflections and conflicts experienced in the classroom, relating them to the strategies for the teaching of the deaf students. It was proven that this reality diverges from what the inclusive theory proposes, and that the difficulties presented are related much more to the need of change in the relation with the other person, than merely in relation to the formation and the teaching practice. The observation in classroom also denounced the existence of a parallel education, that has been experienced through a pedagogical practice that segregates and isolates the deaf student, putting him in the condition of different

ASSUNTO(S)

deficiente auditivo educational practice student with disability prÃtica de ensino inclusÃo segregation educacao segregaÃÃo inclusion aluno com deficiÃncia deaf student

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