A formação de professores surdos de Libras: a centralidade de ambientes bilíngues em sua formação

The study object of this thesis intertwines the history of deaf education in the last 30 years in three schools for the deaf in the cities of Campina Grande, Gado Bravo and Aroeiras, Paraiba, the life stories of six deaf teachers of brasilian sign language (Libras) that have formed and works in these educational institutions for the deaf and our own journey, as a teacher and researcher. The study was conducted on the theoretical-methodological principles of (auto)biographical research in education and socio-historical studies on the social formation of the human. The corpus used for analysis was consisted of six narrative interviews conducted in sign language and transcribed into portuguese, documents and personal files and institutional. The analysis allowed us to define three hinge moments of this story: the creation of the first school for the deaf, within the framework of oralism (1980 - 1991), the passage into the Total Communication (1991 - 1995) and, finally, the introduction of Bilingualism (1995 to today). The analyzes show that the trajectories of teacher formation of the research participants reflect the history of the three schools which have costituted bilingual social spaces of paramount importance to the subjects and the deaf community as a group of linguistic and cultural minority. The evolution of this trajectory has allowed to demarcate between the two generations of research participants. The generation of heirs of oralism, which had delayed access to the Libras and lived an education referenced in oralism, whose reminiscences of childhood and adolescence are strongly marked by suffering for the lack of communication, which hinders their social and professional career until today. And the generation of the sons of bilingualism, the youngest in age, who had childhood access to Libras and education within the framework of bilingualism, whose reminiscences are not marked by suffering and have a positive vision of the future. With respect to your teacher formation, three figures stand out as a teacher. The teacher's improvised, closer to the first generation of teachers who were called to teach without proper training. The figure of the teacher craftsman, which corresponds to the image that most of them have of yourself now, understanding that their knowledge are based on the exchange between peers. And finally the figure of the real teacher, which stands on the horizon of expectations as future graduates in Letters |Libras. The narratives allowed to realize that the evolution between these figures is based on the contributions of the other: hearing teachers of EDAC and the Federal University of Campina Grande and deaf teachers of the two generations who learn from each other. The analyzes and reflections allowed to defend the thesis of the centrality of bilingual environments for the establishment of the deaf person as a citizen with full rights, based on the voice of the deaf, muted by the history of education, conducted by listeners

Podcast na educação brasileira: natureza, potencialidades e implicações de uma tecnologia da comunicação

This thesis aims to build a panoramic analysis with the intention of providing the theoretical initial a thought articulated educational of podcast, a technology orality distributed demand. This joint search considering the various spheres that educational technology in Brazilian use, both in school and non-school contexts, including scenarios and distance. This study unites questions addressed piecemeal in the area to new perspectives about the podcast, in order to characterize its nature, examining such technology from a perspective of educational technology itself, as well as unveiling its main potentials and implications. The survey was conducted from the combined use of quantitative and qualitative categories, with emphasis on the last one. The method of participant observation was followed by immersion of the researcher in the audience groups of Brazilians podcasts. Data collection with sources held in non-school contexts, from a look at targeted interactions given the blogs of Brazilian productions, as well as from open-ended interviews with producers - made online - besides giving themselves from the hearing itself about five hundred podcasts of Brazil. In the school context, the research focused on a literature review of the literature of the study area. Were added to the corpus described statistics derived mainly from "Podpesquisa 2009," Numerical major survey on the use of podcasts in Brazil. The articulation and analysis of the collected data, we used the concept of Education Paulo Freire (1971, 1987), so that, understanding it as synonymous to communication - understood this concept in Freire - were able to reveal the various ramifications educational podcast Brazilian atmosphere permeated by a dialogic between its participants. Moreover, the ideas of Célestin Freinet (1998) about the cooperation, while education practice, conducted the analyzes productive technology addressed in this work. The philosophical thought of Andrew Feenberg (2003) on the notion of "technologies" buoyed technological design elaborate. Such consideration provided the foundation for the reflections and proposals offered in this study, which, in the characterization of the oral nature of the podcast - especially their version for the deaf - appropriated the placements Luis Antonio Marcuschi (2001) about the relationship between orality and writing. In addition to these references, several other authors were considered, dealing with issues that pervade the theme here delimited, contemplating discussions on topics such as educational interest, online production, inclusive education, among other aspects. At the end, there was the podcast as a technology, while still reproducing social asymmetries Brazilian fairly directed at promoting mitigations hierarchical and open production in digital orality promotes. In view of its technical and educational implications in national use, the technology study has revealed potential relevant to the sophistication of teaching practices with orality, in various contexts, and proved adequate to serve as a motto to the revision of school practices, to even the very role of the school. This, by the prospects unveiled here, can, through the podcast, mitigate their questions reproductivist to constitute themselves as under privileged communication, boosted by critical rescue and sophistication of management through the most basic education component: speech

Uma solução para geração automática de trilhas em língua brasileira de sinais em conteúdos multimídia

Deaf people have serious difficulties to access information. The support for sign languages is rarely addressed in Information and Communication Technologies (ICT). Furthermore, in scientific literature, there is a lack of works related to machine translation for sign languages in real-time and open-domain scenarios, such as TV. To minimize these problems, in this work, we propose a solution for automatic generation of Brazilian Sign Language (LIBRAS) video tracks into captioned digital multimedia contents. These tracks are generated from a real-time machine translation strategy, which performs the translation from a Brazilian Portuguese subtitle stream (e.g., a movie subtitle or a closed caption stream). Furthermore, the proposed solution is open-domain and has a set of mechanisms that exploit human computation to generate and maintain their linguistic constructions. Some implementations of the proposed solution were developed for digital TV, Web and Digital Cinema platforms, and a set of experiments with deaf users was developed to evaluate the main aspects of the solution. The results showed that the proposed solution is efficient and able to generate and embed LIBRAS tracks in real-time scenarios and is a practical and feasible alternative to reduce barriers of deaf to access information, especially when human interpreters are not available

Escuta clínica e atitude fenomenológica no atendimento à pessoa surda: reflexões sobre um processo psicoterápico

Psychology uses listening as a work resource. When it comes to psychotherapy, listening establishes communication and makes psychologist-client dialogue easier. This qualitative research aims to discuss the clinic listening in phenomenological attitude in existential-phenomenological psychotherapy with deaf people. This perspective is based on the thinking of German philosopher Martin Heidegger, who considers humane a being-with and being-in-the-world, always unveiling meanings. Regarding the deaf people, Libras is currently the natural language of Brazilian deaf people. In this new language configuration, communication occurs in a visual-spatial modality. Thus, listening and speech gain new dimensions, demanding different ways of understanding in the field of psychotherapy. To the development of this research, we present excerpts from therapeutic sessions narratives with a deaf client, interpreted in the light of Heidegger s hermeneutics. We consider that it is possible for the psychotherapist to listen to deaf people in phenomenological attitude. Such position, which does not naturalize and limit the humane, helps so that the clients do not feel responsible for their existence and can hermeneutically converse in their language. In this context, the psychologist must be qualified to conduct the treatment in Libras. We hope that this research can, somehow, fill the existing gap of the scientific production about such theme in the field of Psychology and, mainly, instigate discussion in the context of Psychology courses on the importance and need to qualify psychologists for the management of clinical practice with deaf people

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.

Promovendo a interação mãe-criança com implante coclear: um estudo de caso

O objetivo deste estudo foi verificar os efeitos de uma intervenção conduzida com a mãe de uma criança com implante coclear através da avaliação de mudanças comportamentais identificadas após o programa. Participou deste estudo uma díade mãe ouvinte-criança com deficiência auditiva e implante coclear, filmada em quatro sessões de observação: uma situação de brinquedo e outra do cotidiano, antes e após a intervenção. Esta constou de dois encontros nos quais a mãe assistiu às filmagens e foi orientada quanto à sua conduta com relação à criança. Os resultados mostraram aumento no número de verbalizações maternas nas categorias informar e solicitar, bem como de falas da criança nas categorias falar espontaneamente e fazer solicitação, quando comparadas as medidas pré e pós-testes nas duas situações observadas. O estudo mostra a importância de intervenções que favoreçam a relação mãe-filho para o desenvolvimento de habilidades comunicativas da criança com deficiência auditiva e implante coclear.

Medidas operantes de limiar auditivo em crianças com surdez pré-lingual, usuárias de implante coclear

Limiares auditivos de crianças surdas pré-linguais usuárias de implante coclear foram avaliados com estimulação elétrica em um dos eletrodos mediais. A avaliação empregou um procedimento operante do tipo go/no go para ensinar uma discriminação simples, evidenciada por uma resposta motora, entre presença e ausência do estímulo auditivo. Estabelecida a linha de base, a manipulação na intensidade do estímulo foi implementada de acordo com o método psicofísico de escada modificado, começando por uma seqüência descendente. Os sete participantes do estudo mostraram perda da precisão no responder sob controle do estímulo quando a intensidade diminuía além de um certo valor e a precisão era recuperada quando a intensidade era novamente aumentada, o que permitiu a identificação de limiares individuais. Os resultados sugerem que o método psicofísico combinado com o procedimento operante pode ser uma alternativa viável para avaliar limiar auditivo de pessoas sem linguagem em situação clínica de regulagem do implante coclear.

Relational learning in children with deafness and cochlear implants

This four-experiment series sought to evaluate the potential of children with neurosensory deafness and cochlear implants to exhibit auditory-visual and visual-visual stimulus equivalence relations within a matching-to-sample format. Twelve children who became deaf prior to acquiring language (prelingual) and four who became deaf afterwards (postlingual) were studied. All children learned auditory-visual conditional discriminations and nearly all showed emergent equivalence relations. Naming tests, conducted with a subset of the: children, showed no consistent relationship to the equivalence-test outcomes.. This study makes several contributions: to the literature on stimulus equivalence. First; it demonstrates that both pre- and postlingually deaf children-can: acquire auditory-visual equivalence-relations after cochlear implantation, thus demonstrating symbolic functioning. Second, it directs attention to a population that may be especially interesting for researchers seeking to analyze the relationship. between speaker and listener repertoires. Third, it demonstrates the feasibility of conducting experimental studies of stimulus control processes within the limitations of a hospital, which these children must visit routinely for the maintenance of their cochlear implants.