Perfil dos professores participantes da 2ª edição do curso de LIBRAS a distância: uma propsota de formação continuada no contexto educacional inclusivo

This research presents an analysis of the profile of participants in the second edition of the Extension Course “Libras by distance: a proposal for continuing education of teachers in inclusive educational settings”, funded by the Program for Continuing Education of Teachers in Special Education, the SEESP / MEC and the support of the UAB, whose goal was to promote a theoretical-practical-discourse on the importance of Libras in deaf education. The course was developed by the School of Philosophy and Science of UNESP / Marília, in distance mode. practicing teachers in public schools, linked to 19 Departments and / or Directors of Education in several regions of Brazil took the course. The information was collected from the questionnaire responses of the diagnostic evaluation performed in the pre-registration course. In general, the information was about place of residence, marital status, family constitution, educational training and professional experience in special education. We performed quantitative analysis and descriptive statistics on the data. The information presented refers to a summary of results for the total sample investigated. With the release of the profile of participants we expect to contribute towards the organization of new extension courses in the area of deafness, in distance mode, aimed at the in-service training of teachers with a view to Inclusive Education.

Análise do curso de extensão em Libras, na modalidade a distância, para formação continuada de professores no contexto educacional inclusivo

The inclusive education policy implemented by state and municipal educational systems of Brazil, contemplates that students with hearing loss can study in regular education classes. In this context, the use and knowledge of the Brazilian sign language is essential. Therefore, in 2009, an extension course of Libras of 120 hours in distance mode was developed in partnership with the FFC / UNESP, funded by the Program for Continuing Education of Teachers, the SEESP - MEC for Brazilian public school teachers. In the presence of this reality, this research sought to examine the course content, the evaluation of teachers about it and also verify the impression of teachers on a course offered in distance mode. We analyzed: the course design, the scientific report and the evaluation sheets filled in by pupils. It was found that the course had three modules: introduction to distance education; theoretical reflection on the use of Libras in inclusive education, practical activities and the use of Libras. 548 public school teachers linked to 19 departments and/ or boards of education in various regions of Brazil participated in the study. The analysis showed that teachers evaluated the course satisfactorily, pointing out that they favored the interaction with deaf students. Regarding the use of the modality of distance learning, the teacher students had difficulties with the Internet, which hampered access to the materials. However, the teachers considered distance learning interesting, because they learned to tinker with previously unknown tools, and had the opportunity to hone their technology skills.

Leitura em uma criança surda após equivalência de estímulos

This study aimed to evaluate the effects of a systematic teaching of relation between printed words and Brazilian Sign Language on the emergence of reading in one child with deafness, user of Brazilian Sign Language, diagnosed with deafness bi-lateral deep user of hearing, with 9 years and 4 months of age, enrolled in 4th year elementary school. Baseline evaluation selected nine words and their signs and figures to compose the teaching steps and tests that consisted of: (a) relationship between a sign and figure teaching, (b) the relationship between sign and printed word, (c) test of relationship between figure and the printed word and its symmetric (d) test signal in front of picture and the printed word. The participant learned the relationship between sign, figure and printed word and demonstrated reading. This procedure was effective for the participant to emit signals, verbally agreed with the community of Libras in front of textual stimuli, which is characterized as reading.

Avaliação do ler e do escrever de surdos pela língua brasileira de sinais

The use of Brazilian Sign Language (BSL) in the education of deaf people is guaranteed by Brazilian laws, but its adoption in educational policies requires an adjustment in terms of stimulus and response modalities. This study aimed at characterizing reading and writing performances of four deaf students who are BSL users and are in early literacy phases. The assessment was performed through selection tasks – signaling and writing – using an evaluation and teaching procedure that is usually adopted with hearing children. The results replicated data that has been documented in hearing children: performance was satisfactory in copying and identity matching tasks among pictures and graphic stimulus; performance was lower in reading and dictation tasks. Data show that investment targets regarding reading and writing teaching conditions programming require adjustments that are more related to the communication modality than to the teaching procedures.