Ensino de Física para pessoas surdas: o processo educacional do surdo no ensino médio e suas relações no ambiente escolar

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A aquisição da linguagem escrita pela criança surda no contexto da educação inclusiva

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Caminhos para uma prática inclusiva de leitura e escrita na escola

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Entre o porão e sótão: espaços de formação em The wives of Bath, de Susan Swan

Pós-graduação em Letras - FCLAS

Proposta de inclusão de aluno surdo no ensino fundamental regular: algumas considerações sobre ação docente

Pós-graduação em Educação Escolar - FCLAR

O aluno surdo no ensino médio da escola pública: o professor fluente em libras atuando como intérprete

Pós-graduação em Educação Escolar - FCLAR

A visualização no ensino de matemática: uma experiência com alunos surdos

Pós-graduação em Educação Matemática - IGCE

Explanations and Representations of Violence by School-age Brazilian Youths

The violence staged by young people has often been subjected to scientific analysis. The way youths speak, in their role as aggressors or as victims, is examined to determine how they experience violence in a number of different spheres. Repeated group interviews are used to analyze how violence is explained and depicted within the family, at school and in the neighbourhood by two groups of young people (14-17 years old) attending the same school on the outskirts of Rio Claro, Sao Paulo, Brazil. One of the groups involved is identified by the school as violent, and the other, as non-violent. Discourse analysis leads to two conclusions. First, the different contexts of violence infuse a mistrust of institutions, the environment and personal relationships into the subjects' experience, forming a fabric that clouds future prospects. Second, the group of youths identified as violent have a more simplistic, pessimistic view of reality: They see the world in black and white, and they lay no stock in the possibility that violence can be avoided. Consequently, they use violence and understand violence as a defensive strategy that gives one identity. On the other hand, the group identified as nonviolent feels it possible to intervene in situations with nonviolent tools like words. For the young subjects, violence is a context that they assume; it cancels their ability to identify rules and institutions, but it does not generate an effective interaction strategy. Violence causes their social microcontext (in which action prevails over meaning or meaning equals action) to assume overblown dimensions. Any intervention strategy must take into account this indissoluble unity between meaning and action.

Uma proposta linguística para o ensino da escrita formal para surdos brasileiros e portugueses

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Sinalizando com os terena: um estudo do uso da LIBRAS e de sinais nativos por indígenas surdos

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Implante coclear: um estudo da escrita na escola

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Concepções do professor de arte sobre aspectos de sua formação para atuar com alunos surdos

Pós-graduação em Educação - FFC

O papel do intérprete de libras no ensino fundamental

The Brazilian sign language is a visual-spatial language, manifested through the hands, facial expressions and body, being considered a natural language used by the deaf community in Brazil. Thus, in a school context the knowledge of LIBRAS is fundamental to the interpreter and the deaf student, so, the role of the interpreter in the classroom is to mediate the relationship between teachers and students. The objective of this study is to investigate the importance of the interpreter in the educational process of the deaf child and try to map the possible difficulties found by him in his workspace, under his perspective in the classroom. This is a qualitative study, which had the data collection instrument as an open interview with questionnaire, dealing on issues concerning to the role and practice of the interpreter of Libras in the classroom to support the deaf student in school age. Therefore, participated in the study two interpreters of Libras who works in elementary school classrooms in the city of Jaú. The results shown that the interpreter's role is extremely important for the education of children with hearing impairment, but it's not recognized and many times not accepted by teachers and educational institutions, when its real function is respected

ADHD and medicalization: consideration of the senses and meanings of symptoms presented by children diagnosed

The present paper is a reflection on the diagnosis of Attention Deficit Hyperactivity Disorder (ADHD) and its relations to the process of medicalization as well as the meanings and perspectives apprehended through three case studies of children diagnosed with such disorder in a doctoral research in which the main purpose was to understand the meanings and peculiarities of ADHD symptomatology .We’ve utilized the model of qualitative research, grounded in psychoanalytic perspective, and conducted the psychodiagnosis for three children who were referred for psychological treatment. The survey found that those children had few experiences of both continence and frustration tolerance. It was evidenced how the school uses the logic of medicalization to try solving the problems with their children when it came to the school dimension. The variety of symptomatic manifestations and psychic dynamics presented by the cases that were studied revealed the weaknesses and inconsistencies of the referred diagnosis.

Cutaneous sensibility impairmentafter mandibular sagittal split osteotomy: a prospective clinical study of the spontaneous recovery

Purpose The aim of this prospective study was to objectively evaluate the inferior alveolar nerve (IAN) sensory disturbances in patients who underwent sagittal split ramus osteotomy (SSRO) and its spontaneous recovery and to define the incidence of sensibility loss, time, and area at which the recovery occurs. Patients and Methods Clinical evaluation of the IAN sensory disturbance was undertaken preoperatively and at the first week, fourth week, 2 months, and 6 months postoperatively in 30 patients who underwent SSRO at the Oral and Maxillofacial Surgery Division of the Araraquara Dental School--Unesp and at the Plastic Surgery Division of the Medical Sciences School--Unicamp. The 30 patients were examined at all periods regarding the IAN functionality by Semmes-Weinstein testing. Results The mean age of the patients included in this study was 29.36 years old. All patients showed sensibility loss at the 7-day evaluation time. The comparison between sides, gender, and age did not show any significant difference. In most of the examined zone, the data collected at 6 months were statistically similar to the data collected at the preoperative period. All zones presented significant recovery, starting from 30 days after surgery. Twenty patients had total spontaneous recovery at the final period, in all examined zones. Conclusions The SSRO presents the disadvantage of temporary paresthesia; however, spontaneous nerve function recovery does occur. The Semmes-Weinstein test is a reliable, inexpensive, and easy-to-apply tool, which can be used for clinical evaluation on a daily basis at offices and hospitals.