As tecnologias a favor da inclusão: um estudo de caso de uma criança surda na educação infantil
This research aims to understand the contribution of digital technologies of communication and information on the inclusion of a deaf child in Early Childhood Education. It starts from the anxieties of pedagogical practice, and in particular an experience in the year 2017, with a group of 5/6 year o...
| Autor principal: | Maciel, Jaqueline Maria Coelho |
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| Formato: | Trabalho de Conclusão de Curso (Especialização) |
| Idioma: | Português |
| Publicado em: |
Universidade Tecnológica Federal do Paraná
2020
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| Assuntos: | |
| Acesso em linha: |
http://repositorio.utfpr.edu.br/jspui/handle/1/19933 |
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| Resumo: |
This research aims to understand the contribution of digital technologies of communication and information on the inclusion of a deaf child in Early Childhood Education. It starts from the anxieties of pedagogical practice, and in particular an experience in the year 2017, with a group of 5/6 year old children in which one of them was deaf. he research has a qualitative approach. It's a case study from a documental analysis. It also include interviews with those involved in the process: teachers, assistants, LIBRAS teacher, supervision, direction, other workers in the school and the child's mother. The study is based on the knowledge of deaf's education and inclusion; among them, it is worth mentioning Karnopp (2005/2010) Lodi (2009), Perlin (2004/2006) and Strobel (2008/2016), in addition to different articles on the theme, or that contributed to the discussion. The bibliographic research allows us to recognize the advances on the inclusion of the deaf and the paths that are being persued for such inclusion. It also pointed out the importance of the LIBRAS interpret on the pedagogical work inside the institution, however this should not be a work only with the child but with the instituion as a whole. The research showed that the inclusion of deaf children happened at different moments, since their participation in all activities proposed by teachers, but also to socialize with their peers and their insertion in the Deaf culture. However, it is also clear that for the inclusion to happen with the use of technologies is necessary an engagement on the part of all those involved understanding the technologies in a critical way and using in a creative way. |
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