Sala de aula inclusiva: um desafio para a integração da criança surda.

AUTOR(ES)
DATA DE PUBLICAÇÃO

2003

RESUMO

The aim of this research was to investigate and analyze if the context of the inclusive classroom would enhance the integration process of the deaf child with his / her colleagues: deaf and hearer. Conceits of the zone of proximal development, mediation, compensation and social means referring to the social-interaction theory were selected. Regarding the psychoanalytical theory, we countersigned the conceits of unconsciousness, subject, discourse and other. An investigation was based on the following questions: how can you give the process of inclusion of the deaf children in a context where they will have access of the Portuguese language and the Brazilian Sign Language (LIBRAS)? This bilingual context will support the process of integration of this children with their deaf and hearing pairs? This research had an ethnographical approach. The analysis of the data was done based on the obtained information by means of achieved observations in the classroom and after reading the descriptive opinion of the professor about her students. We checked out that there was a tendency of interaction along the deaf children, communicating through the use of sign language, the teacher was using predominantly the oral language for the transmission of the knowledge and for establishing the pedagogical orientation, turning the integration of deaf children more difficult. These children showed clearly difficulties in the comprehensive field, revealing ignorance in respect to the Portuguese language. The results showed that the organization of the classroom wasn?t suitable for the integration of the deaf children with their educative hearing pairs. Regarding the linguistic difference, the not-realization and a predominant use of the portuguese language interfered significantly while establishing the interactions. The deaf used the LIBRAS while the hearer used the Portuguese language. The absence of mediation from the professor was observed, in the sense of supporting the inclusion among the students in the classroom.

ASSUNTO(S)

educação inclusiva integração socioeducacional deaf educação de surdos surdez inclusive education educacao education of the deaf integration socioeducative

ACESSO AO ARTIGO

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