Banca de DEFESA: BUENA BRUNA ARAUJO MACÊDO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : BUENA BRUNA ARAUJO MACÊDO
DATE: 08/07/2024
TIME: 09:00
LOCAL: https://meet.google.com/pcf-pxdj-ntc
TITLE:

DIGITAL BOOKLET ON DEAF LITERATURE: perceptions and reflections of teachers in the early years of Elementary School


KEY WORDS:

Deaf literature; Literary artifact; Bilingual education


PAGES: 83
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Métodos e Técnicas de Ensino
SUMMARY:

The present study is inserted in the discussions about the constitution of being a teacher, in light of the relationship between initial training and experiences in the school environment, reflecting a central concern with the schooling of deaf children. The study seeks to analyze the relevance of Deaf Literature for pedagogical proposals in the early years of elementary school within the modality of bilingual education for the deaf. In addition to this general objective, three specific objectives were established: to highlight the concept of Deaf Literature within the socio-anthropological conception of deafness; to identify the perceptions that teachers attribute to working with Deaf Literature in the early years of elementary school; and to present an educational product in the format of a Digital Booklet containing theoretical and methodological guidelines on Deaf Literature, in order to guide teachers in their future work in the early years of elementary school. Methodologically, we adopted a qualitative approach (Bogdan; Biklen, 1994), exploratory and descriptive research (Gil, 2002). With regard to the instruments for collecting empirical material, we opted for a joint bibliographical and documentary review (Gil, 2002) and semi-structured interviews (Bogdan; Biklen, 1994; Triviños, 1987; Manzini, 1990/1991). Bardin's (2011) content analysis was used to systematize and process the empirical material collected.  The theoretical framework of this study highlights discussions on Deaf Education in Brazil and its educational legislation (Goldfeld, 2002; Strobel, 2009; Honora, 2014; Capovilla, 2000); Deaf culture and cultural artifacts (Skliar, 1998; Quadros, 2007; Perlin, 2001; Strobel, 2009; Peixoto, 2018; 2016); Deaf Literature and the processes of translation, adaptation and creation of literary artifacts (Karnopp, 2008, 2006; Mourão, 2011; Strobel, 2009; Skliar, 1998; Nichols, 2016; Rosa, 2011). The initial results of the research indicate that we have experienced progress in relation to the schooling of deaf people in Brazil, with the backing of legislation, these individuals have been able to count on interpreters, specialized care, curricular adaptations, regulation of LIBRAS, which is reflected in the proposed modality of bilingual education for the deaf. However, despite the advances in deaf education in Brazil, Deaf Literature is a cultural artifact that is little known by teachers working in the early years of elementary school, which contributes to the importance of producing our Digital Primer (educational product).


COMMITTEE MEMBERS:
Presidente - 1888150 - PEDRO LUIZ DOS SANTOS FILHO
Interna - 3144003 - GESSICA FABIELY FONSECA
Externa à Instituição - JANAÍNA AGUIAR PEIXOTO - UFPB
Notícia cadastrada em: 11/06/2024 08:17
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