Concepções de surdez: A visão do surdo que se comunica em língua de sinais

At this time, diverse views on deafness are present in society. Such views, in general, arecharacterized by theoretical disputes between communicative possibilities - either oral or gestural - based onthe importance of having appropriated oneself of a language code for the development of language, which isessential in the constitution of subjectivity of human beings. Thus, this study aimed to identify the conceptionsof deaf people had about their condition. To collect the data we used semi-structured interviews, applied toten participants who were deaf adult users of the Brazilian Sign Language - Libras. The interviews were taped,transcribed and subjected to content analysis. The results indicate that the conceptions of deafness constitute amultifaceted view on this condition, infl uenced by social relations throughout each person's life trajectories. Theresearchers perceived that learning Libras enabled deaf persons to constitute their own assertiveness as someonewho is different, with different needs.

Alunos com surdez e o processo de inclusão: uma análise de discursos sobre sobre Língua de Sinais

The process of inclusion of deaf students at regular and specialized educational institution is a complex issue, which has the main point of discussion its specificity linguistic represented by Brazilian Sign Language. Whereupon, this research analyzed how the discourses of young students with deafness on this type of education at regular and specialized educational institution from a city situated in the State of São Paulo. The aim of this study was analyze the relations between the discourses of deaf students and their production conditionals, using the dimension of Discourse Analysis and the historical-cultural psychology. As parts of this research, were used four deaf students enrolled in schools belong in the city of São Paulo, which two schools are regular and two are specialized to deaf people. The collection instruments build themselves in observation of dialogue situations in classroom and interview semistructured. The interviews were made by video recording, researcher and an interpreter. The results showed that discourse of the student enrolled in the specialized school differs in relation to the ideals of bilingual education, in this case defended by users of the Brazilian Sign Language, fact not observed in the context of the regular school.

Alunos com surdez e o processo de inclusão: uma análise dos discursos sobre língua de sinais

The process of inclusion of deaf students at regular and specialized educational institution is a complex issue, which has the main point of discussion its specificity linguistic represented by Brazilian Sign Language. Whereupon, this research analyzed how the discourses of young students with deafness on this type of education at regular and specialized educational institution from a city situated in the State of São Paulo. The aim of this study was analyze the relations between the discourses of deaf students and their production conditionals, using the dimension of Discourse Analysis and the historical-cultural psychology. As parts of this research, were used four deaf students enrolled in schools belong in the city of São Paulo, which two schools are regular and two are specialized to deaf people. The collection instruments build themselves in observation of dialogue situations in classroom and interview semistructured. The interviews were made by video recording, researcher and an interpreter. The results showed that discourse of the student enrolled in the specialized school differs in relation to the ideals of bilingual education, in this case defended by users of the Brazilian Sign Language, fact not observed in the context of the regular school.

Concepções de surdez de adultos surdos que utilizam língua de sinais

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

A apropriação da escrita por crianças surdas usuárias da língua de sinais brasileira

Pós-graduação em Letras - FCLAS

Das orientações curriculares de língua estrangeira da educação básica do Estado de São Paulo para as atividades nos cadernos de inglês: uma proposta de avaliação

Pós-graduação em Estudos Linguísticos - IBILCE

O ensino do léxico de língua portuguesa na educação de jovens e adultos (EJA)

Pós-graduação em Estudos Linguísticos - IBILCE

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

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Ensino de leitura na educação dos surdos: análise dos recursos pedagógicos mediados pela Libras

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Formação de leitores surdos e a educação inclusiva

Pós-graduação em Educação - FFC

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)

Educação matemática e crianças surdas: explorando possibilidades em um cenário para investigação

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Cultura e identidade surdas: encruzilhada de lutas sociais e teóricas

As expressões cultura e identidade surdas têm se legitimado, principalmente, pela defesa da língua de sinais como sendo a língua natural dos surdos. Essa defesa se faz por meio de uma inversão teórica que toma a língua, num primeiro momento, como determinada pelas práticas e interações sociais e, num segundo, faz dela a definidora dessas mesmas práticas. Este artigo discute os mecanismos de legitimação dessa inversão e suas implicações sociais e teóricas.

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)

Análise das disciplinas de LIBRAS nos cursos de formação inicial em Pedagogia da UNESP

Pós-graduação em Educação - FCT