Mestrado em Ensino na Educação Básica

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http://repositorio.ufes.br/handle/10/17609

Nível: Mestrado Acadêmico
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Navegando Mestrado em Ensino na Educação Básica por Autor "Balbino, Janine Candeias"

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    O aluno surdo em processo de aquisição de linguagem: trilhando caminhos indiretos no ensino da biologia
    (Universidade Federal do Espírito Santo, 2020-02-28) Balbino, Janine Candeias; Cristofoleti, Rita de Cássia; https://orcid.org/0000-0001-8180-2600; http://lattes.cnpq.br/7652852076064341; Teixeira, Keila Cardoso; Santos, Záira Bonfante dos; Witchs, Pedro Henrique; https://orcid.org/0000-0002-2287-5276; https://orcid.org/0000-0002-6162-8489; https://orcid.org/0000-0003-0850-2366; http://lattes.cnpq.br/4297153426007763; http://lattes.cnpq.br/4736245340980339; http://lattes.cnpq.br/3913436849859138
    The education of the deaf has been changing over the course of historical time. The contribution of legal rights in their teaching is undeniable, however, the knowledge derived from the specificities of the deaf is still not widespread in Brazil. This work focused on the Deafness, Biology and Language Teaching fields through the following question: What strategies can we provide as indirect ways for Biology Teaching, to (re) think the schooling process of a deaf student with appropriation late sign language? Aiming to investigate the schooling process of a deaf student, with late appropriation of a language, unveiling indirect paths in the teaching of Biology. To do so, we sought, through a case study of ethnographic inspiration, based on the assumptions of Vygotsky (2000, 2008, 2011) and Bakhtin (2006), to reflect on mediation and dialogue in the processes of language appropriation and human constitution. The data construction process took place during the year 2019 in the municipality of Conceição da Barra / ES, through the survey of documents that guide the education of the deaf, interviews with 34 orchestrators (pedagogues / supervisors, teachers, special education coordinator), to 6 people in the participant's family and in school life through Biology classes. The data showed a lack of knowledge of the municipality on issues related to the area of deafness, a hegemonic rooting of the medical perspective in the conceptions of teachers and supervisors, with a look towards the “lack of”, for disabilities, which directly reflects in their practices schoolchildren. The deaf student, protagonist of the research, brings with it evidence of a poorly attended schooling process, which compromises the appropriation of more complex scientific concepts. Therefore, the work developed by indirect / alternative paths proved to be an instrument to enhance access to the studied contents. There is an urgent cry for compliance with the policies in force in the education of the deaf, so that the school community can see the deaf through the bias of difference, not disability, in order to build a linguistically rich deaf community in the municipality in question.