A comunicação em Matemática na sala de aula: obstáculos de natureza metodológica na educação de alunos surdos

A pesquisa tem como premissa fundamental analisar situações de ensino de matemática com o conteúdo de problemas multiplicativos classificados com base em Huete e Bravo (2006) mediante a prática docente de professores (surdos e ouvintes) com alunos surdos, buscando indicativos de obstáculos metodológicos que podem estar presentes no processo de comunicação matemática em situações de ensino envolvendo estes sujeitos. Como eixo norteador da pesquisa, buscamos um referencial teórico que embasa o processo de ensino e aprendizagem para surdos com ênfase na especificidade do ensino de matemática que tem como veículo propulsionador a Língua Brasileira de Sinais (LIBRAS), procuramos suscitar reflexões acerca de quais condições devem sustentar este ensino. A pesquisa é de natureza exploratória descritiva e foi realizada em uma Unidade Especializada na educação de surdos. Os registros foram feitos através de filmagens. Os dados foram analisados a partir da perspectiva dos elementos didáticos e pedagógicos, presentes nas ações dos sujeitos de pesquisa e que contribuíram para a obstaculização ou sucesso do ensino e aprendizagem do conteúdo envolvido. A partir de nossas análises podemos considerar que o ensino de matemática para surdos exige do profissional envolvido competências que passam por um amplo domínio de LIBRAS, Matemática, Língua Portuguesa e estratégias de ensino específicas.

Emergência de relações numéricas sob controle condicional em crianças surdas

Os estudos sobre classes ordinais têm apresentado diversos achados experimentais para a compreensão das relações entre estímulos em seqüências. O objetivo do presente trabalho foi investigar se esses resultados seriam obtidos em crianças com surdez. Um procedimento de treino por encadeamento envolveu três classes de estímulos: A = nomes impressos dos números, B = numerais em língua brasileira de sinais e, C = formas abstratas, com valores de 1 a 6. O participante deveria responder na presença da cor vermelha a seqüência A1®A2®A3® A4®A5®A6 e na presença da cor verde: A6®A5® A4®A3®A2®A1. Após responder corretamente cada seqüência, uma animação gráfica era apresentada na tela. Após revisão da linha de base, testes eram aplicados para avaliar transitividade e conectividade na emergência de classes ordinais. Os resultados mostraram que os participantes responderam prontamente. Conclui-se que o procedimento é eficiente na formação de comportamentos conceituais numéricos e que os estímulos eram funcionalmente equivalentes.

Mapeamento da situação educacional dos alunos surdos de munícipios brasileiros atendidos pelo curso de língua brasileira de sinais na modalidade à distância

Recent years have seen a movement toward school inclusion of children with special educational needs. In Brazil, there is the formulation of laws guaranteeing rights for disabled people, giving you free access to regular classroom complemented by specialized educational services. In the case of students with deafness, the Federal Decree No. 5626 of 2005, recommends that schools offer the Brazilian sign language as language support, and should take into classrooms, an interpreter. In this study we conducted a mapping of the educational situation of students with hearing loss of 35 municipalities. There was a mode of education in which deaf students are enrolled, and also the municipalities have organized the specialized educational services for such students. Data were collected through interviews with managers of 35 municipalities. The results showed that the vast majority of municipalities participating in the study opted for the enrollment of deaf students in regular class. Only a few municipalities managers reported the existence of classes and enrollment in special schools or even the existence of deaf students out of schools. It also found that all municipalities have organized the specialized educational services, like additional offering in the resource rooms. We conclude that despite the existing difficulties, the Brazilian municipalities are gradually adjusting to the prospect of inclusive education. Continuing education courses should be offered in order to prepare more teachers to work with diversity.

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.

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.

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)

O material didático para alunos surdos: a literatura infantil em libras

The reading of history is a fundamental part of early literacy for children as part of the goals for all children's education. The wheel of history or storytelling is an important moment of great help in the cognitive development of children, including a child with disabilities. Searching the accessibility of communication is that the present study aimed to make accessible in Brazilian Sign Language (LIBRAS) the book O Penuginha by Luiz Vitor Martinello. To facilitate the achievement of this objective, it was considered appropriate to develop a descriptive study following the methodology of qualitative research, to survey the literature on how learning takes place in the Portuguese language by deaf students. This study resulted in a DVD with video recording with the translation of the book O Penuginha in LIBRAS and the narration of the book in Portuguese. Therefore, this project became relevant as the paradigm of the twenty first century is the inclusion of all people in different scenarios and the school is one of the first places where the removal of barriers is essential

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.

A disciplina Língua Brasileira de Sinais nos currículos dos cursos de Pedagogia

Brazilian Sign Language signature in the pedagogy courses curricula. In 2002, the Law nº 10.436 was published determining the obligation of offering the Brazilian Signal Language (Libras) signature in all teaching graduation courses. Considering this measure, it was searched to characterize how the public Higher Education Institutions (HEI) in the States of Paraná and São Paulo are organizing the signature in Pedagogy courses. The curriculum analysis developed showed that most of the public HEI’s in the State of Paraná provides its inclusion, while in the State of São Paulo the estimate is 60%. Most of the syllabus covers topics including deaf students, deaf culture and Libras linguistic aspects.

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

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

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Material didático para alunos surdos: a literatura infantil em Libras

The storytelling is central to the early literacy of children, part of the objectives for the entire kindergarten. The story circle or storytelling is important and helpful in cognitive and emotional development of children, including the ones with disabilities. Seeking communicational accessibility, the aim of this work is to make the book "O Penuginha" by Luiz Vitor Martinello available in LIBRAS (Brazilian Sign Language). To facilitate the achievement of this objective, it was considered appropriate to develop a descriptive study following the methodology of qualitative research, to search for literature on how learning takes place in the Portuguese language by deaf students. This study resulted in a DVD with video recordings, the translation of the book "O Penuginha" in LIBRAS and the narration of the book in Portuguese. Therefore, this research is relevant because the paradigm of the twenty first century is the inclusion of all people in different scenarios and the school is one of the first places where the removal of barriers is essential.

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.