Inclusão de surdos no CEEBJA: uma reflexão crítica contemporânea
This research that talks about the inclusion of deaf people who attended the Youth and Adult Education (EJA) in State Center for Youth and Adults (CEEBJA) aimed to present the historical aspects of the deaf students, its limitations and its special features to an effective work inclusion of deaf st...
| Autor principal: | Marquetti, Eloiza Piana |
|---|---|
| Formato: | Trabalho de Conclusão de Curso (Especialização) |
| Idioma: | Português |
| Publicado em: |
Universidade Tecnológica Federal do Paraná
2020
|
| Assuntos: | |
| Acesso em linha: |
http://repositorio.utfpr.edu.br/jspui/handle/1/20349 |
| Tags: |
Adicionar Tag
Sem tags, seja o primeiro a adicionar uma tag!
|
| Resumo: |
This research that talks about the inclusion of deaf people who attended the Youth and Adult Education (EJA) in State Center for Youth and Adults (CEEBJA) aimed to present the historical aspects of the deaf students, its limitations and its special features to an effective work inclusion of deaf students in the classroom. Looking for a better understanding of the historical aspects of the deaf; researching their life story, to better understand the inclusion process and its limitations; knowing the school life of the deaf to their entry into adult education, raising the positive aspects of inclusion the deaf and listing the main difficulties of the teachers concerning the entry of the deaf in school. In addition to other objectives, was also sought an overview of the pros and cons of including these students and to some extent, contribute to improvements in learning them. To reach the proposed objectives, was used a field survey where respondents were deaf, sign language interpreters and teachers, who worked with the deaf at the time of survey. By analyzing the responses of the interviewees came to the conclusion that the major problem encountered in schools of CEEBJA between deaf and hearing, communication is still a factor, it was found that most education professionals do not had knowledge of Brazilian Sign Language (LIBRAS), and most of them never had specific training for working with deaf or any kind of training in the area of inclusion. Still, lack of training courses for education professionals, in order to contemplate a quality education for the inclusion of the deaf students. |
|---|